Integration of Environmental Education (EE) in Teacher Education Programs: Toward Sustainable Curriculum Greening

Autor/inn/en	Corpuz, Alma M.; San Andres, Teody C.; Lagasca, Julieta M.
Titel	Integration of Environmental Education (EE) in Teacher Education Programs: Toward Sustainable Curriculum Greening
Quelle	In: Problems of Education in the 21st Century, 80 (2022) 1, S.119-143 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Corpuz, Alma M.) ORCID (San Andres, Teody C.) ORCID (Lagasca, Julieta M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Environmental Education; Sustainable Development; Community Programs; Outcomes of Education; Physical Education; Teacher Education Programs; Science and Society; General Education; Teacher Education Curriculum; Seminars; Social Media; Financial Support; Student Attitudes; Conservation (Environment); Time Management; Educational Finance; Knowledge Level; Interdisciplinary Approach; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Lernleistung; Schulerfolg; Körpererziehung; Sportunterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Seminar; Soziale Medien; Finanzielle Förderung; Schülerverhalten; Conservation; Environment; Konservierung; Bewahung; Umwelt; Zeitmanagement; Bildungsfonds; Wissensbasis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Philippinen
Abstract	Environmental education (EE) is vital in addressing global environmental problems. Educational institutions are integrating EE into their curricula, but studies indicated the need for its intensification. This mixed method study assessed the integration of EE in Teacher Education Programs (TEPs) in Region III, Philippines. Respondents were 10 program deans, 10 chairs, 171 teachers, and 344 students. Data were gathered using validated questionnaires. Findings revealed that the New Teacher Education Curriculum (NTEC) integrated EE in program outcomes and performance indicators; in mandated courses -Physical Education (PE) and National Service Training Program (NSTP); and in Science Technology and Society (STS), a General Education (GE) course. Likewise, teachers integrated EE in their lessons and in community extension programs. Seminars/webinars included environmental care and promoted environmental awareness in social media. As to support for EE integration, administrative, physical facilities and financial support were provided. On student outcomes, positive findings were shown on attitude towards environment care, but application of knowledge and skills needs improvement. Students' knowledge was significantly correlated to attitude (Pearson's r value is 0.593 and p value <0.05) as well as skills acquisition and attitude (Pearson's r value is 0.647 and p value <0.05). Teachers' challenges in the EE integration included inadequate environmental knowledge and lack of time to lead students in environmental action. The study concludes that EE is integrated into the TEPs but the outcomes on the learners' knowledge and skills acquisition still need strengthening. Also, EE should be integrated in professional education courses, not only in GE and mandated courses. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01