International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Environmental education
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16 items
1
Detecting a Sustainable Mindset through Using Content Analysis of Teacher-produced Learning Journals
Having developed and piloted a professional development blended learning course for teachers of home economics with the purpose of promoting a sustainable mindset in their students, the authors used the written learning journals by the teachers during the 15-week course to detect various aspects of a sustainable mindset, which could be attributed to the course.
They assumed that the learning journals of 19 participants might reveal reflections on sustainability, the pedagogy of sustainability, a positive association between sustainability and the pedagogy of sustainability, and the development of a sustainable mindset over the period of the course.
The analysis confirmed that the participants reflected a great deal on learning and sustainability as the course progressed; revealing that a positive link between teaching practice and sustainability can be observed.
However, the analysis also indicated some important concepts that might have been under-emphasised in the course.
Published: 2019
Updated: Jan. 29, 2020
2
This research examines the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject. It also identifies potential factors affecting it. The results reveal that student teachers clearly dominate classroom discussion, the questions they address to their students are of poor quality, and are not facilitating the development of students’ critical thinking. The findings reveal that the student teachers used types of questions that do not consider students as researchers and do not provide them the opportunity to develop the fundamental skills specified in the ‘Studies for the Environment’ curricula, requiring them to be able to investigate complex issues. The authors also found that the factors influencing STs’ verbal communication are the absence of relevant theoretical and practical background, the inappropriate training school setting and the lack of teaching experience are the most prominent.
Published: 2016
Updated: Apr. 26, 2018
3
The goal of this study was to explore how participating in a political environmental action project influenced pre-service teachers’ environmental citizenship. Following the steps of Project Citizen, an international civic education program, pre-service teachers learned about and proposed policy solutions to address excessive energy usage at their university. Analysis revealed growth in the pre-service teachers’ environmental citizenry, including their self-efficacy, values awareness, and ecological and civics literacy.
Published: 2016
Updated: Jan. 08, 2017
4
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Published: 2014
Updated: Dec. 05, 2016
5
The study examines how implementation of a real-world data and media-centered human impact curriculum influenced teacher dispositions toward using data and media in their ecology and human impact lesson plans.
It explores how integration of these elements shapes teachers’ lesson plans.
The findings show that this curriculum implementation positively affected teachers’ dispositions to use data analysis and media about scientific research to explain how people impact ecological function.
Furthermore prior to the curriculum implementation, many teacher lesson plans focused on the general theme that people harm the environment.
The curriculum gave teachers cases of data and media examples that helped them specify the particular ways people cause ecological harm.
Published: 2013
Updated: May. 29, 2016
6
This article aims to examine specific issues arising within the environmental building disciplines at a UK university. It also explores strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities.
Published: 2014
Updated: Mar. 28, 2016
7
In this study, the authors were interested to examine the notion of environmental education (EE) as context for integrating the elementary curricula.
They examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration.
The results support the incorporation of EE activities and instruction in science methods courses to enhance instruction in science content and teaching methods.
The authors also suggest an explicit focus in the methods course on science and engineering content, inquiry, and cross-cutting concepts as they relate to EE.
Results from this study suggest that elementary science methods instructors can include some of this content and method in elementary science method courses.
Published: 2014
Updated: Mar. 20, 2016
8
This study examines changes in preservice elementary teachers’ concern and perceptions about climate change after participation in an intervention situated in an elementary science methods course.
Framing was used as a guiding principle for the curriculum development.
The findings indicate that the framing approach was successful in promoting more scientific perceptions about climate change.
Finally, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of the science methods course.
Published: 2013
Updated: Mar. 20, 2016
9
This article draws together two strands of recent work in the philosophy of education. One elaborates the implications of a semiotic theory of learning. The other draws upon economic thinking, and has a particular focus on the parameters of human decision-making over time. The article draws on a framework grounded in the commonalities that underpin this convergence, bringing together strands from a number of areas of academic inquiry. The authors argue that curricular practices are for the long term, and have an importance at least equal to, and usually greater than, the environmental priority of the moment.
Published: 2012
Updated: Dec. 09, 2014
10
This article explores teachers’ perspectives on enacting environmental education (EE) in a multicultural context. In understanding teacher strategies in adapting EE to a multicultural context and teacher views on the obstacles encountered, the authors found that teacher strategies reflected aspects of progressive EE in extending beyond simple knowledge-awareness to emphasizing changes in behavior and nurturing of ownership. The findings revealed that challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. The findings suggest moving toward practices of culturally-responsive environmental education (CrEE) that demand more than awareness but include interactive dialogue.
Published: 2013
Updated: Nov. 10, 2014