Learning Ecology. A New Approach to Learning and Transforming Ecological Consciousness

Hill, Stuart B.; Wilson, Steve; Watson, Kevin M.

doi:10.1007/978-1-349-73178-7_4

Cited by 28 publications

(22 citation statements)

References 3 publications

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“…If curricular renewal is to take place, at an institutional or systemic level, leadership and direction will be needed. And if leadership is to be transformative in nature (Hill, Wilson, & Watson, 2004), reflective and critical leaders may be called upon to ‘destabilize rather than stabilize’ according to Plowman et al (2007, p. 354), by challenging current assumptions. Yet, convergent or coercive leadership may thwart systemic change.…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainability Education and Teacher Education: Finding a Natural Habitat?

Buchanan

2012

Aust. J. environ. educ.

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Sustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.

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Section: Literature Reviewmentioning

confidence: 99%

Sustainability Education and Teacher Education: Finding a Natural Habitat?

Buchanan

2012

Aust. J. environ. educ.

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“…Based on the analysis of data collected through an e‐portfolio (Strivens, ), this study explored how professional identities take shape within the distributed landscape of learners’ learning ecologies (Barron, ; Hill, Wilson, & Watson, ; Lee et al , ; Looi, ; Thomas, ; Williams, Karousou, & Mackness, ). Made up of different elements like personal experiences, human and non‐human resources, cultural products and so on (Jackson, ), different learning ecologies can lead to different ways of perceiving themselves as professionals.…”

Section: Discussionmentioning

confidence: 99%

Exploring educators’ professional learning ecologies in a blended learning environment

Ranieri¹,

Giampaolo²

2019

Brit J Educational Tech

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In recent years the concept of learning ecology has been interpreted in different ways to highlight its potential for learning and professional development. However, there are several aspects that still deserve to be understood such as, eg, the role that the different contexts come to play within a learning ecology. For this purpose, this paper presents and discusses the results of a study exploring the learning ecologies of educators in a blended programme delivered in higher education. The participants in the study were 85 professionals in the field of education aged between 28 and 58 years. The research design adopted here can be defined as a convergent mixed method where both quantitative and qualitative data were collected through an e‐portfolio. The study found that educators in the sample had different postures, of whom some more aware of their professional roles or Self than others. Moreover, different professional identities seemed to be linked to different learning ecologies, where elements like formal or informal education, cultural artefacts, personal experiences, colleagues or work experiences played a different role. Formal education emerged as having a questionable function, while colleagues came up as a crucial resource.

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“…Hill et al (2003) relate sustainability to ways of thinking about the world, and forms of social and personal practice that lead to:…”

Section: Sustainable Developmentmentioning

confidence: 99%

Conceptualisation of technology education within the paradigm of sustainable development

Pavlova

2008

Int J Technol Des Educ

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This article addresses the issue of how sustainable development might be conceptualised and used to advance technology education practice. It is argued that a conceptualisation of sustainable development based on a combination of weak anthropocentrism and value based approaches within particular social, environmental and economic contexts provides the basis for establishing education for sustainable development (ESD) through technology education. It is argued that such an approach is in accord with the general push for a paradigm shift in curriculum development to meet future social needs. Moral values are proposed to be at the centre of teaching and learning in technology education. Examples of learning activities presented in the article illustrate the position and approach. A second issue addressed in the article concerns the role of teachers in the implementation of ESD. The argument advanced in the article, that this role is critical, is supported by the results of two research projects with in-service and pre-service teachers.Keywords Sustainable development Á Education for sustainable development Á Weak anthropocentrism Á Value change Á Learning activities Á In-service and pre-service teacher training in ESD

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Learning Ecology. A New Approach to Learning and Transforming Ecological Consciousness

Cited by 28 publications

References 3 publications

Sustainability Education and Teacher Education: Finding a Natural Habitat?

Sustainability Education and Teacher Education: Finding a Natural Habitat?

Exploring educators’ professional learning ecologies in a blended learning environment

Conceptualisation of technology education within the paradigm of sustainable development

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