Suchergebnisse

Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners' ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment. ; peer-reviewed

The aim of this report was to uncover the current situation of Environmental Citizenship education in Lithuania. Qualitative data was gathered from six experts working on diverse areas of Environmental Citizenship education in the country. Data were gathered from educators (working in primary and secondary levels of education), decision-makers from NGOs and governmental organisations, and from a researcher working in the field of Environmental Citizenship education. Qualitative analysis revealed that although there are grounds to be optimistic for Environmental Citizenship education in Lithuania and the experts who participated in the survey see positive and promising trends, there is much work to be done to make it education more structured, formalised and prevalent in all levels of education in Lithuania.

The aim of this report was to uncover the current situation of Environmental Citizenship education in Lithuania. Qualitative data was gathered from six experts working on diverse areas of Environmental Citizenship education in the country. Data were gathered from educators (working in primary and secondary levels of education), decision-makers from NGOs and governmental organisations, and from a researcher working in the field of Environmental Citizenship education. Qualitative analysis revealed that although there are grounds to be optimistic for Environmental Citizenship education in Lithuania and the experts who participated in the survey see positive and promising trends, there is much work to be done to make it education more structured, formalised and prevalent in all levels of education in Lithuania.

With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers' joint commitments to postcritical ethnography, which consider issues associated with positionality, reflexivity, objectivity, and representation. The first interview study engaged teachers who graduated from a traditional teacher education program, as well as two participants with a more specialized urban focus. Interview questions asked teachers to describe their implementation of culturally relevant pedagogy in their classrooms and how prepared they were to do so. The second study addressed the experiences of TFA alumni as they matriculated through the program, with special emphasis being paid to the support that each corps member received during and immediately following their tenure.

Preliminary Material /Edgar González-Gaudiano and Michael A. Peters -- Introduction /Michael A. Peters and Edgar González-Gaudiano -- Solar ethics: A new paradigm for environmental ethics? /Michael A. Peters and Ruyu Hung -- Ontological/epistemological pluralism within complex contested EE/ESD landscapes: Beyond politics and mirrors /Paul Hart -- Narrated lives: Contributions from an interpretative perspective for understanding the formation of an ecological self /Isabel Cristina de Moura Carvalho -- What does environmentally educated citizenship mean? /Edgar González-Gaudiano -- Should environmental education trust politics more than science? /Guillermo Foladori -- Ecojustice learning /Alberto Arenas -- Formation and identity of environmental educators /Adilson Januário da Silva and Marcos Reigota -- Environmental educational research in Latin America and the Caribbean /Alicia de Alba -- Qualitative environmental research, a look at the sustainability world: advances, opportunities and alternative indicators systems /José Gutiérrez Pérez -- Toward a new environmental contract in education /Jorge Rivas Diaz -- Globalization, resistance and resilience: Issues for environmental education /Lucie Sauvé -- The educational-recreational use of protected areas as a means of sustainability /María Muñoz and Javier Benayas -- 'After Neoliberalism': Environmental education to education for sustainability /Ruth Irwin -- What's in a name? Environmental education and Education for sustainable development as slogans /Coral Campbell and Ian Robottom -- Towards a language of probability for sustainability education in (South) Africa /Lesley Le Grange -- Popular education and environmental education in Latin America: Converging paths and aspirations /Haydée Torres de Oliveira -- Cochabamba and Colorado Conjoined: place-based education for a global perspective of environmental issues /Nicole Lamers -- The combination of environmental education and sustainable development for community programs: a case study by IPÊ in Brazil /Suzana Machado Padua -- Notes on Contributors /Edgar González-Gaudiano and Michael A. Peters.

This open access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship. ; info:eu-repo/semantics/publishedVersion

Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE). Recognizing that the field of GCE is often explored and conceptualized by educators and academics in silos, this book confronts this issue by focusing on how schools, educators, and researchers can together support the enactment of GCE in international and national settings. In doing so, issues of westernization, inequality, access, and divergence between GCE policy and practical implementation can be overcome. The novel dialogical format links together theory, practice, and lived experience to create discourses between voices that are rarely connected. Ultimately, this volume offers important insights for those aiming to make equitable GCE a reality in schools worldwide and illustrates the value of collaborative dialogic exchange. This text will benefit scholars, academics, and students in the fields of international and comparative education, the sociology of education, and citizenship more broadly. Those involved with multicultural education policy and citizenship in the context of political sociology and social policy will also benefit from this volume.

It is imperative to integrate environmental education into school curriculum, which requires an educational change nationally. The implementation of such change can be chaotic in the beginning and thus demands highly the collaborative work of all involved actors. This study analyses how important out-of-school environmental education entities can be in helping all the main influencing factors and actors during the change s implementation. Arguments on this topic by the environmental education experts from Finland and the Netherlands are analyzed in the light of the conceptual background of both environmental education and impacting factors of an educational change. Out-of-school environmental education entities can be helpful in integrating environmental education into school subject by primarily demonstrating its need, clarity, complexity, quality and practicality; inspiring and training the teachers and principals how and what to teach, and networking with all other relevant factors such as principal, parents and local government. The co-existence of out-of-school and in-school environmental education will be strengthening each other and making environmental education more efficient.

Teacher education and the development of democratic citizenship in Europe / Andrea Raiker & Matti Rautiainen -- Competences for democratic culture : towards new priorities in European educational systems? / Claudia Lenz -- Teacher education and the development of democratic education in England / Neil Hopkins -- Democratic citizenship in scarce conditions : educating citizens in neoliberal Estonia / Mari-Liis Jakobson, Eve Eisenschmidt & Leif Kalev -- Democratic citizenship and teacher education in Finland / Matti Rautiainen, Perttu Männistö & Aleksi Fornaciari -- Education for democratic citizenship in Ireland / Cathal Butler -- From the concept of citizenship to the transversal skills for global citizenship in schools / Federica Zanetti & Elena Pacetti -- The evolving concept of democracy in Kosovo education system : reflections on teacher education role / Blerim Saqipi -- Itinerant curriculum theory in the making : towards alternative ways to do alternative forms of teacher education / João M. Paraskeva & Maria Alfredo Moreira -- "Democracy for me is saying what I want" : the teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context / Silvia Edling & Johan Liljestrand -- Changing society, changing teacher education / Matti Rautiainen & Andrea Raiker.

The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change.