Environmental and Sustainability Education Pedagogical Approaches in Pre-Service Teacher Education

Autor/inn/en	Sims, Laura; Asselin, Madeleine; Falkenberg, Thomas
Titel	Environmental and Sustainability Education Pedagogical Approaches in Pre-Service Teacher Education
Quelle	In: Canadian Journal of Environmental Education, 23 (2020) 1, S.14-32 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1205-5352
Schlagwörter	Preservice Teacher Education; Environmental Education; Sustainability; Teaching Methods; Social Studies; Secondary Education; Curriculum; Instruction; Elementary Education; Teacher Attitudes; Experiential Learning; Field Trips; Inquiry; School Community Relationship; Interpersonal Relationship; Responsibility; Barriers; Foreign Countries; Canada (Winnipeg) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Sekundarbereich; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess; Elementarunterricht; Lehrerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Exkursion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Verantwortungsübernahme; Zuständigkeit; Ausland
Abstract	This qualitative case study examines the effectiveness of environmental and sustainability education (ESE) pedagogical strategies used in two Université de Saint-Boniface pre-service teacher education Curriculum and Instruction courses. The methods used to teach these ESE pedagogical strategies are described. Findings from interviews with former students regarding their perspectives on the effectiveness of these strategies and how they are applying similar strategies in their teaching are presented. Findings suggest that these ESE pedagogical strategies are effective. Questions about efficacy of these strategies, the limitations of their implementation, and the study itself are reflected upon. This study contributes to Evans et al.'s (2017) call for empirical research into the effectiveness of ESE pedagogies and a critical reflection of such research by the researchers. (As Provided).
Anmerkungen	Canadian Journal of Environmental Education. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01