I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identi...

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Main Author: Ching Ting Tany Kwee
Format: Article
Language:English
Published: MDPI AG 2021-04-01
Series:Sustainability
Subjects:
Online Access:https://www.mdpi.com/2071-1050/13/8/4195
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spelling doaj-fadf714ecb644d649d302ad3e8e839d12021-04-09T23:02:53ZengMDPI AGSustainability2071-10502021-04-01134195419510.3390/su13084195I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English TeachingChing Ting Tany Kwee0School of Education, Faculty of Arts, Design and Architecture, The University of New South Wales, Sydney, NSW 2052, AustraliaPrevious studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.https://www.mdpi.com/2071-1050/13/8/4195education for sustainable developmentsustainable development goalsk-12 teachessocial cognitive career theorymotivationself-efficacy
collection DOAJ
language English
format Article
sources DOAJ
author Ching Ting Tany Kwee
spellingShingle Ching Ting Tany Kwee
I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching
Sustainability
education for sustainable development
sustainable development goals
k-12 teaches
social cognitive career theory
motivation
self-efficacy
author_facet Ching Ting Tany Kwee
author_sort Ching Ting Tany Kwee
title I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching
title_short I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching
title_full I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching
title_fullStr I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching
title_full_unstemmed I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching
title_sort i want to teach sustainable development in my english classroom: a case study of incorporating sustainable development goals in english teaching
publisher MDPI AG
series Sustainability
issn 2071-1050
publishDate 2021-04-01
description Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.
topic education for sustainable development
sustainable development goals
k-12 teaches
social cognitive career theory
motivation
self-efficacy
url https://www.mdpi.com/2071-1050/13/8/4195
work_keys_str_mv AT chingtingtanykwee iwanttoteachsustainabledevelopmentinmyenglishclassroomacasestudyofincorporatingsustainabledevelopmentgoalsinenglishteaching
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