Pathway to "Knowing Places"--and Ecojustice--Three Teacher Educators' Experiences

Autor/inn/en	Paige, Kathryn; Lloyd, David; Smith, Richard
Titel	Pathway to "Knowing Places"--and Ecojustice--Three Teacher Educators' Experiences
Quelle	In: Australian Journal of Environmental Education, 32 (2016) 3, S.260-287 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2016.18
Schlagwörter	Teacher Educators; Teacher Attitudes; Sustainability; Autobiographies; Educational Practices; Elementary School Teachers; Middle School Teachers; Justice; Teacher Education Programs; Case Studies; Environmental Education + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Nachhaltigkeit; Autobiography; Autobiografie; Autobiographie; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Gerechtigkeit; Case study; Fallstudie; Case Study; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	The case study reported here seeks to promote the sharing of successful practice in Education for Sustainability (EfS). It uses literature and three personal and professional autobiographies as background to the development of a set of sustainability educational practices integrated into a primary/middle school teacher education program. The set of activities focus on developing in students an understanding of EfS and of processes appropriate to it that they can use in their classrooms on graduation. It is the authors' view that their collaborative building on shared beliefs, contemporary ecojustice literature and three decades of developing enabling pedagogical practices has assisted their efforts to "get" EfS, and to ensure that their students, particularly as beginning teachers, "got it". The ecojustice principles for teacher education programs are outlined in this article and are believed to have wide applicability in many aspects of ecojustice approaches to pro-ecosocial education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01