Embedding Environmental Sustainability in a Predominantly Online Teacher Education Programme: Ways to Contextualise Learning

Deborah Prescott

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    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.
    Original languageEnglish
    Title of host publicationInternational Perspectives on the Theory and Practice of Environmental Education
    Subtitle of host publicationA Reader
    Place of PublicationCham, Switzerland
    PublisherSpringer
    Chapter5
    Pages57-68
    Number of pages12
    Volume3
    ISBN (Electronic)978-3-319-67732-3
    ISBN (Print)2352-7307
    DOIs
    Publication statusPublished - 2018

    Publication series

    NameEnvironmental Discourses in Science Education
    PublisherSpringer International Publishing
    Volume3

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