|
ToEducation getfor closerSustainable Development (ESD) is fundamentally integrated into the entire education system in Croatia, but also in most other countries around the world. However, the actual implementation of ESD in the school system is associated with numerous challenges and is often reflected in the curricula only declaratively. One of these challenges is that pupils need to acquire holistic (systemic) knowledge so that the achievementproblems and challenges of gendersustainability equalitycan be solved in the future. To acquire this knowledge in primary school, students need to be confronted with sustainability challenges and problems that they cannot know, understand or solve without the technological and engineering knowledge behind such problems. Therefore, this paper argues for and proposes a more intensive integration of technical and technological knowledge into the primary school curriculum. The implementation is based on the Concept for Demystifying Technology (CDT), which serves as onethe main model for the selection and implementation of teaching content and activities in the primary school curriculum. With this model, he proposes a systematic approach to learning and teaching that includes learning about the local community's need for vital resources, a "deep" insight into the technologies that provide them, an insight into the consequences of using technology, and an insight into the methods and technologies that reduce the negative consequences for society and the environment. The students' activities, which would also ensure adequate development of their critical thinking on sustainability issues, should definitely be "anchored" in authentic situations that reflect "real world" situations. Only in this way will today's generations be able to develop knowledge, skills and a way of thinking that will enable them to successfully solve the problems of the goals of sustainable development, preschool teachers are faced with the challenge of reconsidering their own attitudes and developing their competencies. In traditionally structured societies, an additional effort is needed to become familiar with ways to recognize in practice and then react in ways that support this type of equality, in order to provide girls with the opportunity to empower themselves, realize their potential and human rights related for education and participation. The goal of the research was to examine the attitudes of preschool teachers towards gender equality and their actions in everyday situations in kindergarten. For the purposes of the research, a sample of 216 teachers from Serbia was examined. The data was collected using a scale of stereotypical family roles, a scale of stereotypical behaviors and characteristics of children, and situational vignettes. The obtained results show that teachers have positive attitudes towards gender equality, as well as that in the offered situations they have reactions that support it. Although the obtained results seem encouraging, the authors problematize the obtained findings, the research methodology, taking into account the wider social context and the public's response to programs that deal with gender equality carried out in kindergartens in Serbia. The main conclusions point out the need for improving the methodology of researching attitudes towards gender equality, evaluating the effects of programs aimed at educating teachers on this topic, and methods of strengthening the competences of experts for the promotion of gender equality.future.
|
