Exploring Educator Competence in Teaching Environmental Education in Schools in Gauteng

Autor/inn/en	Ramsaroop, Sarita; van Rooyen, Hugo
Titel	Exploring Educator Competence in Teaching Environmental Education in Schools in Gauteng
Quelle	In: Africa Education Review, 10 (2013) 3, S.595-613 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.853555
Schlagwörter	Teacher Competencies; Teacher Effectiveness; Environmental Education; Foreign Countries; Teaching Methods; Curriculum Development; National Curriculum; Statistical Analysis; Holistic Approach; Teacher Attitudes; Interdisciplinary Approach; Knowledge Base for Teaching; Pedagogical Content Knowledge; Elementary School Teachers; Secondary School Teachers; Questionnaires; Teacher Education; South Africa + Suchen Sie Ihr Suchwort? Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Statistische Analyse; Holistischer Ansatz; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Lehrerausbildung; Lehrerbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is an abundance of research in support of interdisciplinary approaches to teaching Environmental Education (EE). Research has also supported the use of a holistic and systemic approach to the teaching and learning of environmental content. Curriculum planning in South Africa has followed a cross curricular approach to teaching Environmental Education whereby EE is infused across all Learning Areas in the Senior Phase. This is done with an assumption that, irrespective of their fields of speciality, teachers have been equipped with the necessary knowledge and skills to teach Environmental Education effectively. This article explores educator competencies in teaching EE in accordance with the expectations outlined in the National Curriculum Statement. A quantitative study was undertaken to determine the nature of knowledge, skills and attitudes that teachers are currently equipped with to be able to teach EE holistically and systemically. The findings of this investigation emphasise the need to empower teachers with in-depth knowledge of EE so as to be able to teach it in an integrated manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01