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Preparing action competent environmental educators: How hard could it be?

Journal Article


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Abstract


  • This article describes an interpretive study that evaluated a new subject

    in teacher education called ‘Education for Sustainable Development’. The

    study evaluated the subject for its ability to prepare pre-service teachers

    for their roles as environmental educators. We used perspectives in

    place-based pedagogy and critical thinking to underpin the subject design

    and our analysis. Data sources include instructor journals, planning documents,

    interviews with students and student thinking books. Interpretive

    analysis of the data corpus was a collaborative process that involved

    both subject instructors and students who took the subject. Themes that

    emerged from the research were centred around: (1) how the students built

    connections between primary school education and environmental education;

    (2) how students developed action competence through the activities

    in the subject; (3) how students were challenged to think differently about

    themselves as educators; and, (4) how the subject design presented its own

    challenges for both instructors and students.

UOW Authors


  •   Nielsen, Wendy
  •   Andersen, Peter
  •   Hurley, Amy (external author)
  •   Sabljak, Vanessa (external author)
  •   Petereit, Amy-Lee (external author)
  •   Hoskin, Vanessa (external author)
  •   Hoban, Garry (external author)

Publication Date


  • 2012

Citation


  • Nielsen, W., Andersen, P., Hurley, A., Sabljak, V., Petereit, A., Hoskin, V. & Hoban, G. (2012). Preparing action competent environmental educators: How hard could it be?. Australian Journal of Environmental Education, 28 (2), 92-107.

Scopus Eid


  • 2-s2.0-84882314680

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1129&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/130

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 92

End Page


  • 107

Volume


  • 28

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • This article describes an interpretive study that evaluated a new subject

    in teacher education called ‘Education for Sustainable Development’. The

    study evaluated the subject for its ability to prepare pre-service teachers

    for their roles as environmental educators. We used perspectives in

    place-based pedagogy and critical thinking to underpin the subject design

    and our analysis. Data sources include instructor journals, planning documents,

    interviews with students and student thinking books. Interpretive

    analysis of the data corpus was a collaborative process that involved

    both subject instructors and students who took the subject. Themes that

    emerged from the research were centred around: (1) how the students built

    connections between primary school education and environmental education;

    (2) how students developed action competence through the activities

    in the subject; (3) how students were challenged to think differently about

    themselves as educators; and, (4) how the subject design presented its own

    challenges for both instructors and students.

UOW Authors


  •   Nielsen, Wendy
  •   Andersen, Peter
  •   Hurley, Amy (external author)
  •   Sabljak, Vanessa (external author)
  •   Petereit, Amy-Lee (external author)
  •   Hoskin, Vanessa (external author)
  •   Hoban, Garry (external author)

Publication Date


  • 2012

Citation


  • Nielsen, W., Andersen, P., Hurley, A., Sabljak, V., Petereit, A., Hoskin, V. & Hoban, G. (2012). Preparing action competent environmental educators: How hard could it be?. Australian Journal of Environmental Education, 28 (2), 92-107.

Scopus Eid


  • 2-s2.0-84882314680

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1129&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/130

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 92

End Page


  • 107

Volume


  • 28

Issue


  • 2

Place Of Publication


  • United Kingdom