Collaborative reflection on environmental practices: a vehicle for environmental education in teacher education

2021 ◽  
pp. 1-15
Author(s):  
Qudsia Kalsoom ◽  
Afifa Khanam ◽  
Naima Qureshi
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Collaborative Reflection ◽  
Environmental Practices

Scaffolding Ambitious Instruction

2018 ◽  
pp. 322-347
Author(s):  
Rob Wieman
Keyword(s):  
Teacher Education ◽  
Mathematics Teaching ◽  
Lesson Study ◽  
Opportunities To Learn ◽  
Collaborative Reflection ◽  
Disciplinary Practices

Pre-service teachers (PSTs) often have to plan and teach a lesson in a practicum setting as part of their methods class. This assignment is designed to give PSTs a chance to enact ambitious instruction; however, they often encounter obstacles that prevent them from engaging students in core disciplinary practices. A structure, based on lesson study, provides opportunities for PSTs to experience and identify these obstacles, revise their plans to address them, and engage in ambitious instruction while re-teaching the revised lesson. This structure also recasts initial lessons as opportunities to learn and improve through collaborative reflection. Examples of this structure are described, including features that contribute to PST learning and lesson improvements. Obstacles to ambitious instruction as well as strategies to overcome those obstacles are identified and discussed. Parallels are drawn between ambitious mathematics teaching and ambitious teacher education.

Technology-Supported Inquiry in STEM Teacher Education

2017 ◽  
pp. 252-281 ◽  
Author(s):  
Marina Milner-Bolotin
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Collaborative Design ◽  
Teacher Candidates ◽  
Peer Instruction ◽  
Collaborative Reflection ◽  
Positive Attitudes ◽  
Data Collection And Analysis ◽  
Support Teacher ◽  
Stem Teacher

The chapter describes the implementation of collaborative educational technologies in STEM teacher education to support teacher-candidates in acquiring inquiry-based teaching skills and positive attitudes about inquiry learning. The focus is on five different collaborative technology-enhanced pedagogies: (1) Peer Instruction, (2) collaborative design of conceptual questions with PeerWise, (3) data-driven STEM inquiry via using live data collection and analysis, (4) computer modeling-enhanced inquiry, and (5) collaborative reflection on peer teaching. Teacher-candidates experienced these pedagogical approaches first as learners, then reflected on them as future teachers, and lastly incorporated some of them during the practicum. As a result, teacher-candidates gained experience in promoting technology-enhanced inquiry in STEM education and began developing positive attitudes towards technology-enhanced inquiry-based STEM education.

scholarly journals Geography Pre-Service Teachers’ Perspectives on Multimedia Technology and Environmental Education

2020 ◽  
Vol 12 (17) ◽  
pp. 6903
Author(s):  
Fengtao Guo ◽  
Michael E Meadows ◽  
Yushan Duan ◽  
Changhai Gao
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Q Methodology ◽  
Multimedia Technology ◽  
Secondary Classrooms ◽  
Multimedia Teaching ◽  
Direct Replacement ◽  
Pre Service Teacher Education ◽  
Teachers Perspectives ◽  
Pre Service Teacher

Multimedia technology (MT) is now widely used in primary and secondary classrooms and has excellent potential for environmental education. The discipline of Geography has strong synergies with environmental education. The paper uses the Q methodology to investigate the responses of pre-service geography teachers regarding the use of multimedia in environmental education (EE). The viewpoints of respondents were clustered into three broad perspectives relating to the use of multimedia: Perspective 1: the use of multimedia is regarded as valuable but difficult to apply; perspective 2: the use of multimedia is rewarding and practicable; perspective 3: the use of all types of multimedia is seen as highly valuable, although in the case of GIS the attitude is more equivocal. All three perspectives align with the idea that MT can improve EE, although the respondents suggest it cannot be a direct replacement for fieldwork. While all three perspectives are consistent with the view that multimedia teaching has many functional advantages in relation to environmental education, concerns are expressed regarding teachers’ capacity to fulfill its potential. The authors suggest that understanding these perspectives can help improve pre-service teacher education and advance environment education in middle school.

scholarly journals Impacto de la Educación Ambiental en las Comunidades Próximas del Parque Nacional de Gorongosa - Estudio de Caso Comunidad de Nhambita

2017 ◽  
Vol 34 (3) ◽  
pp. 147-165
Author(s):  
Domingos Brisito Jequecene ◽  
Miguel Y. Ramírez Sánchez ◽  
Rodrigo Florencio Da Silva
Keyword(s):  
Environmental Education ◽  
Natural Resources ◽  
Biodiversity Conservation ◽  
National Park ◽  
Environmental Problem ◽  
Conservation Unit ◽  
Environmental Practices ◽  
Ongoing Process ◽  
The Republic ◽  
The Impact

Este artículo se refiere al estudio del impacto de la Educación Ambiental en las comunidades próximas al Parque Nacional de Gorongosa (PNG) en la República de Mozambique y en particular a la comunidad de Nhambita. Surge en el contexto del actual proceso de restauración de esa importante unidad de conservación de biodiversidad. La motivación para la realización del presente artículo se basa en la comprobación de la siguiente problemática ambiental: la prevalencia de prácticas ambientales inadecuadas amenaza la biodiversidad del Parque Nacional de Gorongosa. Ante el problema mencionado se plantea el cuestionamiento de cómo maximizar la Educación Ambiental de las comunidades existentes en el entorno del Parque para la mejora de sus intervenciones en la utilización de los recursos naturales asumiendo la necesidad de protección a la naturaleza. Este artigo é dedicado ao estudo do impacto da Educação Ambiental nas comunidades próximas do Parque Nacional de Gorongosa (PNG) na República de Moçambique e em particular à comunidade de Nhambita. Surge no contexto do atual processo de restauração dessa importante unidade de conservação de biodiversidade. A motivação para produção do presente artigo assenta na constatação da seguinte problemática ambiental: prevalência de práticas ambientais inadequadas ameaça a biodiversidade do Parque Nacional de Gorongosa. Face ao problema colocado, questiona-se, como maximizar a educação ambiental das comunidades existentes no entorno do Parque para o melhoramento de suas intervenções na utilização dos recursos naturais tendo por um lado, a necessidade de proteção da natureza. This article refers to the study of the impact of Environmental Education in the communities near the Gorongosa National Park (PNG) in the Republic of Mozambique and in particular the community of Nhambita. It arises in the context of the ongoing process of restoration of this important biodiversity conservation unit. The motivation for the realization of this article is based on the verification of the following environmental problem: the prevalence of inappropriate environmental practices threatens the biodiversity of Gorongosa National Park. In view of the above problem, the question of how to maximize the environmental education of the existing communities in the Park environment is raised in order to improve their interventions in the use of natural resources, assuming the need for protection of nature.

scholarly journals Environmental Practices of University Teachers in Pakistan

2020 ◽  
Author(s):  
Qudsia Kalsoom
Keyword(s):  
Environmental Education ◽  
Environmental Practices ◽  
University Teachers ◽  
The University

<div>The study is a part of the larger project on environmental practices in Pakistani universities.</div>The current study has investigated the environmental practices (complex of behaviours and attitudes) of the university teachers in Pakistan. To achieve the study purpose, a questionnaire was developed in the light of literature on environmental education, consumption behaviours and attitude towards environment.

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