The aim of this paper was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning process. From anecdotal evidence during the work integrated learning process, it was observed that teachers do not necessarily integrate environmental education, and this became the purpose of the study to find out why they do not. Consequently, a research method used was qualitative interpretative multiple case study design in one of the districts of the Mpumalanga province in South Africa. We selected three teachers who separately teach life orientation, natural sciences, and technology in grade 7 as participants from the schools. Data collection tools were interviews and observations. Teachers were interviewed in their schools and some of their lessons were observed. Data was analysed using a typology approach. We inferred from the results and findings of the paper that these teachers had problems with the integration of environmental education. The problems ranged from the lack of understanding of what is environmental education to misconceptions of the concepts of environment and environmental education. With these challenges it is not surprising that even the ones that could integrate were not aware that they did integrate environmental education. It is therefore suggested that it was not a lost cause at all as they had glimpses of how to integrate environmental education which argues well for the recommendation that the micro foundation of in-service interventions to capacitate teachers on how to integrate environmental education across all the subjects should be done. Further studies are recommended on the effectiveness of the in-service workshops that focuses on the integration of environmental education.
The South African education sector has experienced several shifts in the curriculum since 1994, thus affecting the coverage, teaching and examination of environmental impact topics in the South African Further Education and Training Phase (FET) phase. This chapter evaluates the effects of changes in curriculum on the coverage of education for sustainable development content in Geography. A qualitative research approach using an interpretative paradigm was employed in the documents used by Geography teachers in South Africa. The chapter used Margaret Archers, Realist Social Theory as a theoretical framework that guides data analysis and interpretation. Document analysis was the only method used where policy documents and examination papers were the instruments evaluated. The results show that environmental impact topics are covered in varying degrees in the South African CAPS curriculum. The level of coverage of environmental impact topics in the examination question papers fluctuates, sometimes to levels below those stipulated in the CAPS documents. The conclusion that can be reached is that the variable coverage of environmental impact topics in the examinations may have a negative effect on the way teachers address the topics of Geography. This resulted in an emergence of structural and cultural morphogenesis in the teaching of environmental content in Geography.
The main purpose of this study was to evaluate the impact of Life Sciences teacher training workshops coordinated by the Fundisa for Change Programme whose aim was to strengthen environmental learning in science teacher education. As specified by the programme, Fundisa for Change's core objective is to strengthen the teaching of environmental concepts in schools. Due to continually emerging environmental crises and uncertainties, many of the environmental topics in the curriculum are new to Life Sciences teachers. Consequently, this affects how the topics are taught to learners in schools. The study employed Margaret Archers Realist Social theory as a lens. There were 12 Life Sciences teachers who took part in this study. Data was collected using qualitatively approach where case study research design was employed. Furthermore, the study used purposive sampling technique of Life Sciences teachers from 10 schools. Face to face, data collection method was used and thematically data analysis technique was employed. The results showed that Life Sciences teachers need relevant professional development workshops that improves their content knowledge, pedagogical teaching methods and assessment techniques. This implies that programmes such as Fundisa for Change provided additional skills to Life Sciences teachers in teaching content based on education for sustainable development (ESD).
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