Environmental and Sustainability Education in Teacher Education

Beschreibung

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.

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.

Autor*in

Douglas D. Karrow

Themen in »Environmental and Sustainability Education in Teacher Education«

Preservice Teacher Education ESE-PTE ESE-ITE outdoor and environmental education National Roundtable Enhancing Environmental Education mentoring Otonabee Declaration planned behaviour environmental responsibility education for sustainable development garden-based learning Environmental education Decade of Education for Sustainable Development Preservice Teacher Education in Canada Exploring Canadian ESE-PTE

Stimmen zu »Environmental and Sustainability Education in Teacher Education«

“Through a carefully curated blend of theory and practice, this book is accessible and applicable to a wide audience that includes ESE, and interdisciplinary, pre/in-service teachers, … policy- makers, and decision-makers in the higher education, high school, and primary/elementary school sectors. … This book is not a textbook but a comprehensive reference point that eloquently explores the constraints and pressures in ESE in PTE, while providing a tome of aspiration and action for the field of ESE and beyond.” (Kathryn Riley, Australian Journal of Environmental Education, August 11, 2022)

“This is a valuable book that makes an important contribution to the area of ESE in TE. … This book stands for future-thinking, which promotes interdisciplinary connections and engagement with diverse viewpoints. …This book has broadened our view on ESE in TE, and we recommend this book to anyone involvedin Environmental and Sustainability Education and teacher education in particular.” (Hannah Berning, Chris North and Susannah Stevens, Journal of Adventure Education and Outdoor Learning, October 9, 2020)

“The time has come … for those who acknowledge the need to leave behind the comforts of more conventional humanist forms of qualitative methodology and to re-engage the emergent educational research literature of the past two decades. … It is an orientation that may help clarify the ethics and politics of justice in education in relation to social, environmental and posthuman issues.” (Paul Hart and Catherine Hart, Environmental Education Research, June 16, 2020)

Details

Link teilen