The ‘Environmentally Educated Teacher’: an exploration of the implications of UNESCO‐UNEP's ideas for pre‐service teacher education programmes

Oulton, Christopher; Scott, William

doi:10.1080/1350462950010207

Cited by 17 publications

(6 citation statements)

References 2 publications

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“…Although these initiatives have taken an interdisciplinary approach and built the knowledge and skills of a select group of teachers, they have not succeeded in reorienting initial teacher education or mainstreaming sustainability across initial teacher education programmes. The mainstreaming of ESD in initial teacher education is currently limited because ESD remains the concern of only a few and tends to be addressed in a piecemeal fashion (Oulton and Scott, 1995;1998).…”

Section: Unesco's Guidelines and Recommendations For Reorienting Teacmentioning

confidence: 99%

Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

Ferreira

Ryan

Tilbury

2007

Journal of Education for Teaching

123

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Section: Unesco's Guidelines and Recommendations For Reorienting Teacmentioning

confidence: 99%

Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

Ferreira

Ryan

Tilbury

2007

Journal of Education for Teaching

123

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“…3. En ce qui a trait aux barrières à la mise en place de dispositifs, voir notamment Oulton et Scott (1995), Lin (2000) et McKeown-Ice (2000). This paper presents some reflections emerging from a doctoral research focused on issues of the institutionalization of environmental education in initial teacher education.…”

Section: Conclusion 47mentioning

confidence: 99%

Des pistes pour institutionnaliser une éducation relative à l’environnement dans la trajectoire obligatoire de la formation initiale à l’enseignement primaire

Berryman¹

2007

ere

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“…3. The 'failure' of most teacher education programs that have been attempted in environmental education because of 'unrealistic expectations' (Oulton & Scott 1995).…”

Section: S Bmentioning

confidence: 99%

Teacher Education in Environmental Education – Does it Work?

McCONNELL

2001

Aust. J. environ. educ.

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This paper summarises a research project carried out by the author on the effectiveness of pre-service teacher education in environmental education in New Zealand. Secondary pre-service teacher education students who had opted for a 20 hour course in environmental education expressed a high degree of satisfaction with the course but this begged the question of what would happen to them once they hit the reality of the classroom in a country which then had no policy or curriculum guidelines on environmental education. The author followed up eleven graduates from the 1996 course and six from 1997 to see if they were teaching, if they were teaching environmental education and how they now felt about their teacher training. The results were mixed – but some were teaching environmental education. They all continued to speak highly of their College training in environmental education and all but one would encourage others to do the course. However classroom management problems, staff cynicism and a lack of status for environmental education had created difficulties for them. Several had already given up on teaching as a career and others were considering leaving. Strategies to counter these disturbing trends are outlined as recommendations to the College and the wider education community. The key to successful environmental education is the classroom teacher. If the teachers do not have the knowledge, skills and commitment to environmentalise their curriculum it is unlikely environmentally literate students will be produced (Wilke 1985, p. 1).

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The ‘Environmentally Educated Teacher’: an exploration of the implications of UNESCO‐UNEP's ideas for pre‐service teacher education programmes

Cited by 17 publications

References 2 publications

Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

Des pistes pour institutionnaliser une éducation relative à l’environnement dans la trajectoire obligatoire de la formation initiale à l’enseignement primaire

Teacher Education in Environmental Education – Does it Work?

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