Environmental and Sustainability Education in Teacher Education: Canadian Perspectives

ISBN-13: 9783030250157 / Angielski / Twarda / 2020 / 336 str.

Douglas D. Karrow; Maurice Digiuseppe

Recenzje

"Through a carefully curated blend of theory and practice, this book is accessible and applicable to a wide audience that includes ESE, and interdisciplinary, pre/in-service teachers, ... policy- makers, and decision-makers in the higher education, high school, and primary/elementary school sectors. ... This book is not a textbook but a comprehensive reference point that eloquently explores the constraints and pressures in ESE in PTE, while providing a tome of aspiration and action for the field of ESE and beyond." (Kathryn Riley, Australian Journal of Environmental Education, August 11, 2022)

"This is a valuable book that makes an important contribution to the area of ESE in TE. ... This book stands for future-thinking, which promotes interdisciplinary connections and engagement with diverse viewpoints. ...This book has broadened our view on ESE in TE, and we recommend this book to anyone involved in Environmental and Sustainability Education and teacher education in particular." (Hannah Berning, Chris North and Susannah Stevens, Journal of Adventure Education and Outdoor Learning, October 9, 2020)

"The time has come ... for those who acknowledge the need to leave behind the comforts of more conventional humanist forms of qualitative methodology and to re-engage the emergent educational research literature of the past two decades. ... It is an orientation that may help clarify the ethics and politics of justice in education in relation to social, environmental and posthuman issues." (Paul Hart and Catherine Hart, Environmental Education Research, June 16, 2020)

Spis treści

1 Environmental and Sustainability Education in Teacher Education: Canadian Perspectives; Douglas D. Karrow, Maurice DiGiuseppe, and Hilary Inwood.- Part I – The Importance of Environmental and Sustainability EDUCATION in Teacher Education.- 2 Teacher Education Around the World: ESD at the Heart of Education – Responsibilities and Opportunities Towards a Sustainable Future for All;Charles A. Hopkins and Katrin Kohl.- 3 Contextualising ESE in Preservice Teacher Education in Canada; Paul Elliott and Hilary Inwood.- 4 Transversality, Diversity, Criticality, and Activism: Enhancing E(S)E in Teacher Education; Lucie Sauvé.- 5 Anishinaabe Bimaadiziwin: Living Spiritually With Respect, Relationship, Reciprocity, and Responsibility; Nicole Bell.- 6 Place Matters in Teacher Education; Dianne M. Miller and Barbara Mills Wotherspoon.- Part II – Environmental and Sustainability Teacher Education Programs.- 7 Preservice Teacher Environmental Education Capacities: What Is the Role of Ontario’s Faculties of Education?; Douglas D. Karrow, Maurice DiGiuseppe, Paul Elliott, Xavier Fazio, and Hilary Inwood.- 8 Learning to Teach Environmental Education by Gardening the Margins of the Academy; Julia K. Ostertag, Susan G. Gerofsky, and Sandra A. Scott.- 9 Rising to the Challenge: Promoting Environmental Education in Three Ontario Faculties of Education; Maurice DiGiuseppe, Paul Elliott, Sheliza Ibrahim Khan, Sheila Rhodes, Jeff Scott, and Astrid Steele.- 10 Environmental Literacy for All: Innovating Environmental Education for Teacher Education Majors and Non-Education Majors; Yovita N. Gwekwerere.- 11 Re-Visioning Teacher Education for Sustainability in Atlantic Canada; Patrick Howard.- 12 From Relationship to Something More: Environmental and Sustainability Education and a New Ontological Position; Chris Beeman and Laura Sims.- 13 Growing Innovative Approaches to Environmental and Sustainability Education in Teacher Education Programs; Hilary Inwood.- 14 Creation Care as a Basis for Environmental Education in Preservice Teacher Education; Joanne Nazir.- 15 A Direction for Outdoor and Environmental Education: Assessing and Addressing UNECE Capacities for Preservice Teachers; Erin Sperling, Darren Hoeg, and Douglas D. Karrow.- Part III – Supporting Environmental and Sustainability Teacher Education.- 16 Encouraging Pro-Environmental Behaviour: Joining Theory and Practice to Inform Teacher Education; Brittany A. Harding.- 17 Preservice Teacher Professional Development in Education for Sustainable Development; Ying-Syuan (Elaine) Huang and Anila Asghar.- 18 Supporting New Teachers in Environmental and Sustainability Education: The Pathway to Stewardship and Kinship; Paul Elliott and Jacob Rodenburg.- Part IV – Conclusion: Contextualizing, Assessing, and Projecting.- 19 Exploring Canadian ESE-PTE in the Context of International ESE-PTE; Douglas D. Karrow and Maurice DiGiuseppe.- Subject Glossary.- Index.

O autorze

Douglas D. Karrow is an Associate Professor in the Department of Educational Studies, Faculty of Education, Brock University. He teaches in preservice and graduate education programs. Research interests focus on environmental and sustainability education from the standpoints of preservice teacher education, curriculum, and pedagogy. Additionally, he is currently researching the philosophical insights of Martin Heidegger and their application to teacher education, environmental and sustainability education, and education theory writ large. Recent publications include the book Canadian Perspectives on Initial Teacher Environmental Education Praxis, several book chapters published in Springer series, and journal articles published in Philosophy of Mathematics Education Journal, Brock Journal of Education, Alberta Journal of Educational Research, Environmental Education Research, Canadian Journal of Science, Mathematics and Technology Education, and Journal of the Canadian Association for Curriculum Studies. Currently, he is Co-Chair of the Environmental Sustainability Education in Teacher Education Standing Committee of the Canadian Network of Environmental Education and Communication (EECOM) and a participating faculty member of Brock University’s Environmental Sustainability Research Centre.  

Maurice DiGiuseppe is Interim Dean and Associate Professor in the Faculty of Education at the University of Ontario Institute of Technology (UOIT). He teaches in preservice and graduate education programs. His areas of interest include STEM education, environmental sustainability education, teacher professional development, science textbook and digital resources development, and the history, philosophy, and sociology of science and technology. Dr. DiGiuseppe has authored/co-authored numerous elementary and secondary school science textbooks and academic publications, and has conducted research in teacher professional development, environmental sustainability education, nature of science, scientific inquiry in pre-college science education, non-traditional pathways to university education, and the development and provision of digital learning resources in secondary and post-secondary education. Most recent publications include the book Canadian Perspectives on Initial Teacher Environmental Education Praxis, and a chapter in the Routledge Teaching and Learning in Science series. Dr. DiGiuseppe is a former president of the Science Teachers Association of Ontario (STAO) and a recipient of the Prime Minister's Award for Teaching Excellence in Science, Technology, and Mathematics.  

Blurb

This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario. Roundtable 2016 brought together over seventy participants from across Canada, including educators, researchers, policy-makers, consultants, and community organizations. Over the course of three days, participants took part in keynote addresses, research colloquia, networking socials, and collaborative inquiry activities focused on Environmental Sustainability Education in Teacher Education (ESE-TE). Roundtable 2016 resulted in the publication of a National Action Plan containing action-oriented recommendations for enhancing ESE-TE, and a position statement titled “The Otonabee Declaration,” where delegates articulated their views regarding environmental degradation, the critical need for enhancing ESE-TE, and, the role educators, children, youth, educational institutions, policy makers, and Indigenous communities play in enhancing ESE-TE in Canada. This volume concludes with a discussion placing current Canadian ESE-TE theory and practice within an international context.