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Author: Douglas D. Karrow Publisher: Springer Nature ISBN: 3030250164 Category : Education Languages : en Pages : 344
Book Description
This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario. Roundtable 2016 brought together over seventy participants from across Canada, including educators, researchers, policy-makers, consultants, and community organizations. Over the course of three days, participants took part in keynote addresses, research colloquia, networking socials, and collaborative inquiry activities focused on Environmental Sustainability Education in Teacher Education (ESE-TE). Roundtable 2016 resulted in the publication of a National Action Plan containing action-oriented recommendations for enhancing ESE-TE, and a position statement titled “The Otonabee Declaration,” where delegates articulated their views regarding environmental degradation, the critical need for enhancing ESE-TE, and, the role educators, children, youth, educational institutions, policy makers, and Indigenous communities play in enhancing ESE-TE in Canada. This volume concludes with a discussion placing current Canadian ESE-TE theory and practice within an international context.
Author: Douglas D. Karrow Publisher: Springer Nature ISBN: 3030250164 Category : Education Languages : en Pages : 344
Book Description
This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario. Roundtable 2016 brought together over seventy participants from across Canada, including educators, researchers, policy-makers, consultants, and community organizations. Over the course of three days, participants took part in keynote addresses, research colloquia, networking socials, and collaborative inquiry activities focused on Environmental Sustainability Education in Teacher Education (ESE-TE). Roundtable 2016 resulted in the publication of a National Action Plan containing action-oriented recommendations for enhancing ESE-TE, and a position statement titled “The Otonabee Declaration,” where delegates articulated their views regarding environmental degradation, the critical need for enhancing ESE-TE, and, the role educators, children, youth, educational institutions, policy makers, and Indigenous communities play in enhancing ESE-TE in Canada. This volume concludes with a discussion placing current Canadian ESE-TE theory and practice within an international context.
Author: Simone Héléne Hanchet Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
In the face of complex global environmental challenges, the concept of teaching and learning for environmental sustainability was first articulated over thirty years ago in the Tbilisi Declaration that proposed that environmental education (EE) become a vital part of all pre-service and in-service teacher education. The Decade of Education for Sustainable Development (2005-2014) reiterates the importance of reorienting teacher education toward sustainability. This study gauges whether, midway through the Decade- this objective is being met by Canadian pre-service teacher education programs. Building on the 1977-78 study by John Towler and a follow-up 1996 study conducted by Emily Lin on this topic, a questionnaire was distributed in 2009 to all pre-service teacher education institutions across Canada. The survey findings reveal that, for three decades, the number of Canadian pre-service teacher education institutions offering EE courses has remained low. The report outlines key obstacles to the integration of EE into pre-service teacher education programs in Canada and suggests policy solutions. It argues that reorienting teacher education toward sustainability should be a policy priority not only within teacher-education institutions, but at federal, provincial, and municipal levels of government and within school boards and individual schools.
Author: Alec Bodzin Publisher: Springer Science & Business Media ISBN: 9048192226 Category : Education Languages : en Pages : 379
Book Description
In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.
Author: Giuliano Reis Publisher: Springer ISBN: 3319677322 Category : Science Languages : en Pages : 247
Book Description
The present book shares critical perspectives on the conceptualization, implementation, discourses, policies, and alternative practices of environmental education (EE) for diverse and unique groups of learners in a variety of international educational settings. Each contribution offers insights on the authors’ own processes of re-imagining an education in/about/for the environment that are realized through their teaching, research and other ways of “doing” EE. Overall, environmental education has been aimed at giving people a wider appreciation of the diversity of cultural and environmental systems around them as well as the urge to overcome existing problems. In this context, universities, schools, and community-based organizations struggle to promote sustainable environmental education practices geared toward the development of ecologically literate citizens in light of surmountable challenges of hyperconsumerism, environmental depletion and socioeconomic inequality. The extent that individuals within educational systems are expected to effectively respond to—as well as benefit from—a “greener” and more just world becomes paramount with the vision and analysis of different successes and challenges embodied by EE efforts worldwide. This book fosters conversations amongst researchers, teacher educators, schoolteachers, and community leaders in order to promote new international collaborations around current and potential forms of environmental education. This book reflects many successful international projects and perspectives on the theory and praxis of environmental education. An eclectic mix of international scholars challenge environmental educators to engage issues of reconciliation of correspondences and difference across regions. In their own ways, authors stimulate critical conversations that seem pivotal for necessary re-imaginings of research and pedagogy across the grain of cultural and ecological realities, systematic barriers and reconceptualizations of environmental education. The book is most encouraging in that it works to expand the creative commons for progress in teaching, researching and doing environmental education in desperate times. — Paul Hart, Professor of Science and Environmental Education at the University of Regina (Canada), Melanson Award for outstanding contributions to environmental and outdoor education (Saskatchewan Outdoor and Environmental Education Association) and North American Association for Environmental Education (NAAEE)’s Jeske Award for Leadership and Service to the Field of EE and Outstanding Contributions to Research in EE. In an attempt to overcome simplistic and fragmented views of doing Environmental Education in both formal and informal settings, the collected authors from several countries/continents present a wealth of cultural, social, political, artistic, pedagogical, and ethical perspectives that enrich our vision on the theoretical and practical foundations of the field. A remarkable book that I suggest all environmental educators, teacher educators, policy and curricular writers read and present to their students in order to foster dialogue around innovative ways of experiencing an education about/in/for the environment. — Rute Monteiro, Professor of Science Education, Universidade do Algarve/ University of Algarve (Portugal).
Author: Theodore Michael Christou Publisher: ISBN: 9780367281656 Category : Languages : en Pages : 280
Book Description
Organized by region, this edited collection provides a comprehensive look at how teacher education has evolved regionally and nationally in Canada. Offering an in-depth look at specific provinces and territories, this volume contextualizes the landscape of Canadian public education and the place of teacher education within it. Shedding light on the ways Canadian teacher education was shaped by and in turn influenced its environment, contributors evaluate the current state of education and consider themes, tensions, and historical developments, presenting a view of teacher education that encompasses both its future and its past. A significant contribution to the field of curriculum history, this book offers a benchmark for conversations about the purposes, means, and ends of teacher education in Canada.
Author: Emily Shu-Ying Lin Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Continually identified as one of the key agents of change, teachers play an important part in promoting and improving the capacity of individuals to address environmental and development issues and problems. The preparation of pre-service teachers is especially critical in achieving environmental and ethical awareness, as well as in developing the values, attitudes, skills and behaviours conducive to a sustainable future. However, despite being recognized as a major priority for research and action in many major international conferences on environmental education, environmental education research in pre-service programs has been given little attention in Canada. The only systematic national evaluation of environmental education at the teacher preparation level in Canada was conducted by John Towler (1980-81), nearly 20 years ago. Since Towler's (1980-81) survey, there have been few investigations examining the status of environmental education in Canadian pre-service teacher preparation programs. Towler surveyed pre-service teacher education programs across Canada and reported that many of the respondents at that time did not indicate a high level of commitment to implementing environmental education in teacher programs, despite the call for increased environmental education at all levels of education. This present study was an attempt to assess the status of environmental education at the teacher preparation level since Towler's study. A national survey using a modified version of Towler's questionnaire was distributed to all pre-service teacher training institutions across the Canadian provinces to determine the present level of environmental education which pre-service teachers receive in teacher preparation programs. In addition, two case studies examining the design, content, and methods of two pre-service teacher education courses with specialization in environmental education were conducted to understand and describe the nature of environmental education currently found in pre-service teaching programs. (Abstract shortened by UMI.).
Author: Rosalyn McKeown Publisher: Springer Science & Business Media ISBN: 9400742738 Category : Education Languages : en Pages : 346
Book Description
Education for sustainable development (ESD) presents an intriguing challenge in developed countries. The very notion of sustainable development may appear to be at cross-purposes with the social and political aims of large industrial economies. Yet, arguably, the residents of wealthy countries may be most in need of new ways of thinking and behaving on an increasingly more fragile and crowded planet. This book presents a collection of essays that capture the depth and diversity of education for sustainable development (ESD) work in formal education in Canada and the United States. Many of the authors are pioneers in the field of ESD, not only in their own countries but internationally. In this book, they share their expertise, lessons learned, and insights into the ongoing success of their work. The essays reflect leading edge practice, innovation, and depth of experience and provide clear models and strategies for expanding the application and influence of ESD in wealthy countries. The ESD programs described in the book are relevant and culturally appropriate for the specific locally contexts in which they are found but also in the larger context of ESD writ large as a planetary endeavour.
Author: Regula Kyburz-Graber Publisher: Peter Lang Publishing ISBN: Category : Environmental education Languages : en Pages : 388
Book Description
This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons. I Robottom, Deakin University, Australia.
Author: Douglas D. Karrow
Author: Douglas D. Karrow
Author: Simone Héléne Hanchet
Author: Alec Bodzin
Author: Giuliano Reis
Author: Theodore Michael Christou
Author: Emily Shu-Ying Lin
Author: Rosalyn McKeown
Author: Alec M. Bodzin
Author: Michael Sanera
Author: Regula Kyburz-Graber