Strengthening Teachers’ Knowledge and Practices Through a Biodiversity Education Professional Development Programme

Songqwaru, Zintle; Shava, Soul

doi:10.1007/978-3-319-45989-9_15

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Which is the reason why Corpuz San Andres, and Lagasca (2022) suggested that an integrated, interdisciplinary instructional program should be developed in environmental education which is designed to promote an environmental awareness and sociological attitude. As it reflects on how continuing teacher professional development programmes may be designed and implemented to support teachers to work creatively with a content and assessment-referenced national school curriculum (Songqwaru & Shava, 2017). Even though the South African Curriculum and Assessment Policy Statement (CAPS) advocates for the integration of environmental education in all grades and subjects (Hebe, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reflections on the Integration of Environmental Education by a Primary School Teacher

Sikhosana

2022

International E-Journal of Educational Studies

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The integration of environmental education is embedded with challenges such as inadequate knowledge of what environmental education entails. This situation was not different to what was encountered during the researchers’ training to be a teacher from the schools where they acquired their teaching practice. It was observed that there was minimal or no integration of environmental education in the teaching and learning process. Therefore, this paper reflected on how a primary school teacher integrated environmental education in teaching and learning. The findings from this paper may assist teachers in developing a positive approach to the process of ongoing attempts and the will to integrate environmental education. It may expose the kinds of knowledge other teachers have of what environmental education entails and its integration in school subjects as well as the instructional strategies that they use. The focus on the challenges and the opportunities may excite teachers in that those who have similar circumstances would use the findings from this paper as a launch pad to work on their strengths or weakness in the endeavor to integrate environmental education.

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Section: Introductionmentioning

confidence: 99%

Reflections on the Integration of Environmental Education by a Primary School Teacher

Sikhosana

2022

International E-Journal of Educational Studies

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“…The Flemish funders, after discussion with other actors, strategically selected KwaZulu-Natal, Limpopo, and Eastern Cape provinces for the Fundisa for Change and Keep it Cool -Climate Change Education projects(Songqwaru & Shava, 2017).…”

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confidence: 99%

Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)

Naidoo,

Heath

2024

jogea

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Strengthening Teachers’ Knowledge and Practices Through a Biodiversity Education Professional Development Programme

Cited by 2 publications

References 6 publications

Reflections on the Integration of Environmental Education by a Primary School Teacher

Reflections on the Integration of Environmental Education by a Primary School Teacher

Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)

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