Environmental education in a climate of reform: understanding teacher educators’ experiences

Almeida, Sylvia Christine

doi:10.1080/13504622.2014.910498

Cited by 7 publications

(14 citation statements)

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“…This can be done by organising strategies that would appeal to teachers as individuals, ensuring deep impact programs that become embedded within teachers’ identities. Reshaping professional development to consider identity development also provides hope in that any policy initiative will have a much higher chance of successful uptake (Almeida, 2015; Barnes, Moore, & Almeida, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…While credible, reliable knowledge and understanding of the issues is important, there are also other influences involving ‘the politics of human decision making’, which includes emotional understanding, cultural understanding, and many other ‘capabilities and beliefs’ (Hart, 2003, p. 207). An individual's professional and ecological identity has strong influences on their environmental beliefs and the translation of these into everyday practices (Almeida, 2015). EEfS, in other words then, is an individual teacher's action based on personal critical choices.…”

Section: Conceptualising the Studymentioning

confidence: 99%

“…As a consequence, what matters in EEfS is less dependent on the nature of curriculum, the prescribed curriculum matter and the enactment of EEfS practices, but more on the teacher's basic beliefs (Hart, 1999). This does not mean that nature or structure or depth of the curriculum does not matter — what it does mean is that even the best-written curriculum amounts to nothing in the hands of teachers who do not believe it to be significantly important (Almeida, 2015, 2017). With teachers, this would be manifested in their approaches and implementation of key terms and policies stemming from major societal events, cultural influences and ethical dispositions that shape their lives as environmentally informed (or not informed) and active (or inactive) individuals.…”

Section: Conceptualising the Studymentioning

confidence: 99%

“…The relevant contexts of teaching and learning, along with the need to respond to social, cultural and political demands, has placed teachers in a position where they are grappling with increasing complexities (Flores, 2016; Flores & Day, 2006). Teachers are seen as agents of change who can and should lead the way towards reform, especially during times of societal change (Almeida, 2015; Almeida & Cutter-Mackenzie, 2011; Darling-Hammond, 2008).…”

mentioning

confidence: 99%

“…While these efforts have led to some shifts in approaches towards EEfS, there is a clear need for more. Numerous studies point towards the lack of support and pedagogical direction for implementation of EEfS, with a wide gap between policy decisions and practices (Almeida, 2015; Darling-Hammond, 2006; Day, 2007; Lotz-Sistika, 2009; Loughran, 2014).…”

mentioning

confidence: 99%

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Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

Almeida

Moore

Barnes

2018

Aust. J. environ. educ.

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This article presents findings from a study that evaluated the impact of an Australian sustainability initiative, with a view to unravelling the realities of teachers’ implementation approaches. The paper outlines a study that reviews a government initiative in early years, primary and secondary educational settings that uses the Data Collection, Storage and Visualisations System (DCSVS) aimed at enhancing sustainability awareness and embedding sustainability as part of everyday practice in schools and early childhood services. It was also intended to offer school leaders, teachers and students avenues to engage with their consumption of natural resources. This in turn was anticipated to increase awareness about conservation, with the long-term aim to engage with the broader themes of sustainability. This article focuses on the role of teachers’ identities in enacting these policy initiatives. It highlights teachers’ enactment of the policies, the crucial role of school leaders in the process, as well as the deeper connections between curriculum and pedagogy.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Conceptualising the Studymentioning

confidence: 99%

Section: Conceptualising the Studymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

Almeida

Moore

Barnes

2018

Aust. J. environ. educ.

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The development of environmental competence of students through the implementation of the project “Plant wealth of Russia: from region to region”

Belyakov

Nikolina

Belyakova

2020

IOP Conf. Ser.: Earth Environ. Sci.

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The authors present the main stages and results of the project “Plant wealth of Russia: from region to region”. Project goal is the development of environmental competence and the overall environmental culture of students of educational organizations. The project is focused on the study of the practical application, conservation and protection of plants in the regions of Russia. The project consists of three stages: the project at the local level called “Plant resources of the region’s ecosystem as the main source of healthy nutrition”; regional forum called “Life in the Ecostyle” and all-Russian festival “Plant “ornament” of Russia”. At the end of the festival, a model of the Plant “ornament” of Russia was presented depicting the diversity of plant resources of the participating regions of the festival. Each stage of the project is designed to expand the target audience. In the future, authors plan to implement the project in the format of all-Russian festivals in different regions.

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Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic

Beasy

González

2021

Journal of Education for Sustainable Development

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Education for sustainable development (ESD) aims to empower future generations to address current global environmental threats, though it faces challenges to implementation, often linked to narrow perceptions of sustainability. To observe such changes in practice and draw their implications for ESD, we explore the effects of COVID-19 in perspectives and practices of sustainability across an education community. We reflect on how disruptions or threats can trigger a (re)imagination of individual and collective action. Our findings suggest that the COVID-19 pandemic and its effects on individuals and societies have altered perceptions and practices of sustainability through envisaging previously unimaginable global environmental restoration, and experiencing personal, professional and collective changes. Our study shows that the perceived restorative effects on the environment of the pandemic lifted the education community spirits and enhanced a willingness to change by leveraging the social network around the education community to promote collective action.

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Environmental education in a climate of reform: understanding teacher educators’ experiences

Cited by 7 publications

References 0 publications

Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

The development of environmental competence of students through the implementation of the project “Plant wealth of Russia: from region to region”

Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic

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