Implementing environmental education in pre‐service teacher training

Petegem, Peter Van; Blieck, An; Imbrecht, Ingrid; Hout, Tom Van

doi:10.1080/1350462042000338333

Cited by 39 publications

(29 citation statements)

References 12 publications

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“…This concept of norms has been highlighted by others with regards to the use of mentor teachers and team-teaching practices when successful school-based EE integration was the goal (Benetti & Marcelo de Carvalho, 2002;Hanna, 1992;Van Petegem et al, 2005). Burke (2002) suggested that culture is closely related to organizational norms.…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 94%

“…Teachers are often nervous to teach potentially controversial subjects, such as global warming, ozone depletion, and population growth that could be considered taboo and may fear resistance from parents or administration if such topics are discussed in class (Kim & Fortner, 2006). Some authors argue that political barriers to EE integration are more deeply rooted in the school's culture (Heimlich et al, 2004;Powers, 2004;Van Petegem et al, 2005). …”

Section: Barriers To Integrating Eementioning

confidence: 99%

“…Deal and Peterson (1998) advocated that unless change is meaningfully linked with a school's culture, reform is likely to fail. Within the EE discipline, some authors refer to the adoption of EE as involving the integration of EE curricula and existing course content with an emphasis on school-wide/organization-wide change (Van Petegem, Blieck, Imbrecht, & Van Hout, 2005). Some stress the need to reform the school culture into a collaborative, partnership-oriented atmosphere as a way to successfully implement EE at the interdisciplinary level (Fullan, 1994).…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

“…Other studies reported barriers reflecting a hesitant culture in support of EE integration in pre-service teacher preparation programs. In fact, culture was often the most difficult constraint (Heimlich et al, 2004;Van Petegem et al, 2005). As most teacher preparation programs are housed in university academic departments, cultural barriers were often politically related (Heimlich et al, 2004;Powers, 2004).…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

“…As most teacher preparation programs are housed in university academic departments, cultural barriers were often politically related (Heimlich et al, 2004;Powers, 2004). Others emphasize that for adoption of EE within schools to stick, reculturing is needed (Van Petegem et al, 2005). This "re-culturing" may be necessary as teachers have been found to revert back to teaching the same way they were originally taught when faced with difficult teaching situations (Yilmaz-Tuzun, 2008).…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

See 4 more Smart Citations

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

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Section: Introduction/theoretical Frameworkmentioning

confidence: 94%

Section: Barriers To Integrating Eementioning

confidence: 99%

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

View full text Add to dashboard Cite

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Learning to Teach Environmental Education by Gardening the Margins of the Academy

Ostertag

Gerofsky

Scott

2019

International Explorations in Outdoor and Environmental Education

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Schooling for Sustainable Development in Europe

Jucker¹,

Mathar²

2015

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This book series addresses issues associated with sustainability with a strong focus on the need for educational policy and action. Current attention and initiatives assume that Education for Sustainable Development (ESD) can be introduced successfully and gradually into schools worldwide. This series explores the issues that arise from the substantial and sustainable changes to be implemented in schools and education systems.The series aims to counter the prevailing Western character of current research and enable cross-cultural comparisons of educational policy, practice, and project development. As a whole, it provides authoritative and comprehensive global coverage, with each volume providing regional/continental coverage. The volumes present data and insights that contribute to research, policy and practice in ESD-related curriculum development, school organization and schoolcommunity partnerships. They are based on ESD-related project experiences, empirical studies that focus on ESD implementation and teachers' perceptions as well as childhood studies that examine children's geographies, cultural characteristics and behaviours. More information about this series at

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Implementing environmental education in pre‐service teacher training

Cited by 39 publications

References 12 publications

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Learning to Teach Environmental Education by Gardening the Margins of the Academy

Schooling for Sustainable Development in Europe

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