TY - CHAP
T1 - Embedding Environmental Sustainability in a Predominantly Online Teacher Education Programme
T2 - Ways to Contextualise Learning
AU - Prescott, Deborah
PY - 2018
Y1 - 2018
N2 - Through a teacher self-study, this chapter illustrates aspects of learning and assessment design in the context of a regional Australian tertiary institution with predominantly online delivery of two large (300-800 students) courses for teacher candidates. Four key guidelines for effective learning and assessment design have emerged through this investigation: focus on contextual development, collaborate for genuine purposes, embrace complexity, and build in reflexivity. These guidelines are fundamental to effective environmental education programs as well as effective learning and teaching across all subject areas. They are illustrated in an environmental education scenario and are aligned within Systemic Sustainability Education, a broad frame that encompasses complex systems, including the biosphere, which is not widely taken into account in teacher education. If these four guidelines are applied across the curriculum, environmentally responsive behaviours are more likely to develop because these guidelines are inextricably interconnected to transforming human society on a living planet.
AB - Through a teacher self-study, this chapter illustrates aspects of learning and assessment design in the context of a regional Australian tertiary institution with predominantly online delivery of two large (300-800 students) courses for teacher candidates. Four key guidelines for effective learning and assessment design have emerged through this investigation: focus on contextual development, collaborate for genuine purposes, embrace complexity, and build in reflexivity. These guidelines are fundamental to effective environmental education programs as well as effective learning and teaching across all subject areas. They are illustrated in an environmental education scenario and are aligned within Systemic Sustainability Education, a broad frame that encompasses complex systems, including the biosphere, which is not widely taken into account in teacher education. If these four guidelines are applied across the curriculum, environmentally responsive behaviours are more likely to develop because these guidelines are inextricably interconnected to transforming human society on a living planet.
U2 - 10.1007/978-3-319-67732-3_5
DO - 10.1007/978-3-319-67732-3_5
M3 - Chapter
SN - 2352-7307
VL - 3
T3 - Environmental Discourses in Science Education
SP - 57
EP - 68
BT - International Perspectives on the Theory and Practice of Environmental Education
PB - Springer
CY - Cham, Switzerland
ER -