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Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers

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  • Woonsun Kang

    (Department of Social Studies Education, Daegu University, Gyeongsan-si, Gyeongsangbuk-do 38453, Korea)

Abstract

The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

Suggested Citation

  • Woonsun Kang, 2019. "Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers," Sustainability, MDPI, vol. 11(9), pages 1-15, May.
  • Handle: RePEc:gam:jsusta:v:11:y:2019:i:9:p:2532-:d:227565
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    References listed on IDEAS

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    1. Gilles Celeux & Gilda Soromenho, 1996. "An entropy criterion for assessing the number of clusters in a mixture model," Journal of Classification, Springer;The Classification Society, vol. 13(2), pages 195-212, September.
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    Cited by:

    1. Míriam Hernández-Barco & Jesús Sánchez-Martín & José Blanco-Salas & Trinidad Ruiz-Téllez, 2020. "Teaching Down to Earth —Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach," Sustainability, MDPI, vol. 12(2), pages 1-23, January.
    2. Shu-Nu Chang Rundgren & Naoya Yamada, 2023. "Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School?," Journal of Education for Sustainable Development, , vol. 17(2), pages 131-161, September.
    3. Figen Akça, 2019. "Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy," Sustainability, MDPI, vol. 11(23), pages 1-16, December.
    4. Kifah Imara & Fahriye Altinay, 2021. "Integrating Education for Sustainable Development Competencies in Teacher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.

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