Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-30T04:59:44.107Z Has data issue: false hasContentIssue false
  • English
  • Français

Tracing Changes in Teacher Environmental Education Understanding

Published online by Cambridge University Press:  23 June 2015

Josephine R. Lang
Josephine R. Lang*
Affiliation:
The University of Melbourne
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

After more than twenty years of contemporary environmental education, there is still an inferior representation of it in schools. By 1990, UNESCO recognised that to improve the effectiveness of teacher implementation of environmental education in schools, teachers needed training. To date, there is insufficient research into teacher training in environmental education that could provide insights into teacher understanding and how to positively change teacher understandings about environmental education. The aim of this research was to document and examine the changes in teacher understandings of environmental education during an in-service training program in environmental education.

To examine teacher change in detail, this research used a qualitative and naturalistic inquiry methodology while using a case study approach. The case study showed that teacher understanding was complex and affected by many factors that contribute to personal and professional growth, development and learning.

Type
Research Article
Information
Australian Journal of Environmental Education , Volume 15: Volume 15-16 , 1999 , pp. 57 - 64
Copyright
Copyright © Cambridge University Press 1999

References

Baird, J. R. & Northfield, J. R. (eds) 1995, Learning from the PEEL Experience, 2nd edition, Monash University Printing Services, Melbourne.Google Scholar
Bogdan, R. C. & Biklen, S. K. 1992, Qualitative Research in Education: An Introduction to Theory and Methods, 2nd edn, Allyn and Bacon, Boston.Google Scholar
Bogdan, R. C. & Biklen, S. K. 1998, Qualitative Research in Education: An Introduction to Theory and Methods, 3rd edn, Allyn and Bacon, Boston.Google Scholar
Burns, R. B. 1997, Introduction to Research Methods, 3rd edn, Addison Wesley Longman, South Melbourne.Google Scholar
Ballantyne, R. 1995, ‘Evaluating the impact of teaching/learning experiences during an environmental teacher education course’, International Research in Geographical and Environmental Education, vol. 4, no. 1, pp. 29–46.CrossRefGoogle Scholar
Cosgrove, L., Evans, D. G. & Yencken, D. (eds) 1994, Restoring the Land, Melbourne University Press, Carlton.Google Scholar
Fien, J. 1993, Education for the Environment: Critical Curriculum Theorising and Environmental Education, Deakin University, Geelong.Google Scholar
Fien, J. 1997, ‘Stand up, stand up and be counted: Undermining myths of environmental education’, Australian Journal of Environmental Education, vol. 13, pp. 21–26.CrossRefGoogle Scholar
Fien, J. & Rawling, R. 1996, ‘Reflective practice: Acase study of professional development for environmental education’, The Journal of Environmental Education, vol. 27, no. 3, pp. 11–20.CrossRefGoogle Scholar
Filho, W. L. 1996, ‘Environmental Education and Teacher Education: Some European Perspectives’, in Teacher Education for the Environment: European Perspectives, eds Filho, W. L. & O'Loan, K., Parthenon Publishing, New York.Google Scholar
Fullan, M. & Stiegelbauer, S. 1991, The New Meaning of Educational Change, 2nd edn, Cassell Educational Ltd, London.Google Scholar
Gough, A. 1997, Education and the Environment: Policy, Trends and the Problems of Marginalisation, The Australian Council for Educational Research, Melbourne.Google Scholar
Gough, N. 1987, ‘Learning with environments: Towards an ecological paradigm for education’, in Environmental Education: Practice and Possibility, ed Robottom, I., Deakin University Press, Melbourne.Google Scholar
Grant, C. 1984, Preparing for Reflective Teaching, Allyn and Bacon, New York.Google Scholar
Hall, W. 1977, ‘Where next for environmental education?’ in UNESCO Seminar Report: Education and the Human Environment, ed Linke, R. D., Curriculum Development Centre, Canberra.Google Scholar
Hargreaves, A. & Fullan, M. (eds) 1992, Understanding Teacher Development, Teachers College Press, New York.Google Scholar
Hart, R. A. 1997, Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care, Earthscan Publications, London.Google Scholar
Hopkins, D., Ainscow, M. & West, M. 1994, School Improvement in an Era of Change, Cassell, London.Google Scholar
Huberman, A. M. & Miles, M. B. 1994, ‘Data Management and Analysis Methods’, in Handbook of Qualitative Research, eds Denzin, N. K. & Lincoln, Y. S., Sage Publications, Thousand Oaks.Google Scholar
Joyce, B. & Showers, B. 1984, ‘Transfer of Training: The Contribution of “Coaching”’, in Alternative Perspectives on School Improvement, eds Hopkins, D. & Wideen, M., The Falmer Press, London.Google Scholar
Lincoln, Y. S. & Guba, E. G. 1985, Naturalistic Inquiry, Sage Publications, Newbury Park.Google Scholar
Linke, R. D. 1979, Environmental Education in Australia, George Allen & Unwin, Sydney.Google Scholar
LoSciuto, L. 1981, ‘Questionnaires and Interviews’, in Selltiz, Wrightsman & Cook's Research Methods in Social Relations, 4th edn, ed Kidder, L.H., Holt, Rhinehart and Winston, New York.Google Scholar
Lucas, A. M. 1979, Environment and Environmental Education: Conceptual Issues and Curriculum Implications, Australia International Press and Publications Pty Ltd, Kew.Google Scholar
Lucas, A. M. 1991, ‘Environmental Education: What is it, For Whom, For What Purpose, and How?’, in Conceptual Issues in Environmental Education, eds Keiny, S. & Zoller, U., Peter Lang Publishing Inc., New York.Google Scholar
McTaggert, R. 1995, ‘Reflection on Teaching: Creating an Enquiry Culture in Education’, Reflect: The Journal of Reflection in Learning and Teaching, vol. 1, issue 2, pp. 32–39.Google Scholar
Merriam, S. B. 1988, Case Study Research in Education: A Qualitative Approach, Jossey-Bass Publishers, San Francisco.Google Scholar
Merriam, S. B. 1998, Qualitative Research and Case Study Applications in Education, Jossey-Bass Publishers, San Francisco.Google Scholar
Miles, M. B. & Huberman, A. M. 1994, An Expanded Sourcebook: Qualitative Data Analysis, 2nd edn, Sage Publications, California.Google Scholar
Moon, J. 1999, Learning Journals: A Handbook for Academics, Students and Professional Development, Kogan Page, London.Google Scholar
Murdoch, K. 1996, ‘“The difference, I think, is in my head”––Reflection and Teacher Learning in Integrated Curriculum’, Reflect: The Journal of Reflection in Learning and Teaching, vol. 2, issue 1, pp. 33–39.Google Scholar
Neuman, W. L. 1997, Social Research Methods: Qualitative and Quantitative Approaches, 3rd edn, Allyn and Bacon, Boston.Google Scholar
Pepper, D. 1984, The Roots of Modern Environmentalism, Croom Helm, London.Google Scholar
Robottom, I. 1987, ‘Towards inquiry-based professional development in environmental education’, in Environmental Education: Practice and Possibility, ed Robottom, I., Deakin University Press, Melbourne.Google Scholar
Spaulding, C. L. 1992, Motivation in the Classroom, Mc Graw-Hill, New York.Google Scholar
Stake, R. E. 1995, The Art of Case Study Research, Sage Publications, California.Google Scholar
Wilke, R. J., Peyton, R. B. & Hungerford, H. R. 1987, Strategies for the Training of Teachers in Environmental Education: Discussion Guide for UNESCO Training Seminar, UNESCO-UNEP International Environmental Education Program, Environmental Education Series No. 25, UNESCO, Paris.Google Scholar
Ziechner, K. & Teitelbaum, K. 1982, ‘Personalized and inquiry-oriented teacher education: An analysis of two approaches to the development of curriculum for field based experience’, Journal of Education for Teaching, vol 8, issue 2, pp. 95–117.CrossRefGoogle Scholar