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首页> 外文会议>International Technology, Education and Development Conference >(345.pdf) LIFELONG LEARNING EXPERIENCES: A TRAINING PROGRAM PROPOSAL IN ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT FOR PRIMARY EDUCATION TEACHERS IN CYPRUS
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(345.pdf) LIFELONG LEARNING EXPERIENCES: A TRAINING PROGRAM PROPOSAL IN ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT FOR PRIMARY EDUCATION TEACHERS IN CYPRUS

机译：（345.PDF）终身学习经验：塞浦路斯小学教育教师可持续发展的环境教育和教育培训计划提案

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The worsening environmental problems in the recent decades, in combination with the difficulty to create declarations and laws to address the growing ecological crisis, bring to the forefront the need for change of the existing attitudes in Environmental Education (ED) and Education for Sustainable Development (ESD).Since the academic year 2011-2012, the introduction, for the first time, of ED / ESD in the curriculum of public primary schools in Cyprus, as part of a broader Education Reform, presented the combatant teachers with a fait accompli, which gave them additional responsibilities and duties. Despite the fact that this initiative was promoted by the government of the Republic of Cyprus, it is important to mention that most of the teachers never received any substantial and relevant training before the implementation of the new curricula, neither had received any education on these topics during their university studies.In this context, this paper proposes an ?in-situ? training program for primary school teachers. This partially experiential program is consistent with the principles of adult education, since it takes into consideration the potential ability of the teachers to reflect critically and their tendency to self-determination and active participation in the learning process. The program has been evaluated according to the Stufflebeam evaluation model (CIPP), one of the most popular and recognized models for the evaluation of educational programs.Following the four evaluation phases of the above model, the training program is created upon the evaluation of its framework (Context), with emphasis on defining the target population, exploring its educational needs and designing the objectives of the training. Then, we proceed to the input evaluation, with emphasis on setting timelines, strategies and procedures for the implementation of the program, with reference to both literature and practice. The phase of the process evaluation has mainly a formative nature and assesses the actions and activities in a joint discussion among all involved people. During the final phase of the evaluation (Product evaluation), we formulate the criteria that demonstrate advantages and disadvantages of implementing the program, always in relation to the objectives set and the previous phases of the evaluation model.
机译：近几十年来的环境问题在近几十年中，难以创建宣言和法律来解决不断增长的生态危机，为最前沿提供对环境教育（ED）和可持续发展教育的现有态度的需求（ ESD）。在2011-2012学年学年，作为塞浦路斯公共小学课程的介绍，作为更广泛的教育改革的一部分，将战斗师傅的竞争教师展示了契约，这给了他们额外的责任和职责。尽管该倡议是由塞浦路斯共和国政府晋升的事实，重要的是提到大多数教师在实施新课程之前从未收到过大量和相关的培训，也没有收到这些主题的任何教育在他们的大学学习期间。在这种情况下，本文提出了一个？原位？小学教师培训计划。这种部分经验计划与成人教育的原则一致，因为考虑到教师重视教师的潜力能力及其对自我决定和积极参与学习过程的倾向。该程序已根据CharmleBeam评估模型（CIPP），是评估教育计划的最受欢迎和认可模型之一。在上述模型的四个评估阶段，培训计划是在评估时创建的框架（上下文），重点是定义目标人口，探索其教育需求并设计培训的目标。然后，我们继续进入输入评估，重点是设定计划实施计划的时间，策略和程序，并参考文献和实践。过程评估的阶段主要具有形成性的性质，并评估所有参与人员之间联合讨论中的行动和活动。在评估的最终阶段（产品评估）期间，我们制定了展示实施程序的优缺点的标准，始终与目标集合和评估模型的前一阶段相关。

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