EE and Teacher Education: engaging the challenge Presented by: Chris Reddy Stellenbosch University

Ideas for consideration Teacher education – perspectives A brief overview of EE and teacher education Minimum Requirements for Teacher Education Qualifications (MRTEQ) – Policy EE knowledge base and school subjects Concluding ideas and possibilities

1 Teacher education field Teacher education – perspectives

Teacher education Formal and systematic preparation of teachers for professional work (Garm and Karlsen 2004) Tatto (1997:405) “organised, formal attempts to provide more knowledge and skills to prospective teachers” General structure: foundational and methods courses On site induction into situated contexts of practice – varying time periods

A brief overview of EE and teacher education 2 EE links to teacher ed A brief overview of EE and teacher education

EE and Teacher Ed Fein (1991) identifies the historical inattention to EE in teacher education programmes. If EE is to be one of the social agencies through which the transformation to an ecologically sustainable society is to be achieved, the role of teachers as change agents is vital (Fein 1991)

Resources and Studies Rosenberg E (2009). Teacher Education workbook. Env Concepts, school curriculum, methods to support learning and resources directory, UNESCO (various) EEFS and other sustainable living and learning work Reviews of EE and teacher ed work (Kenelly et al 2008 -Aus), surveys (McKeowan-Ice 2010 -USA), (Tuncer et al 2008 – Turkey), (Minguet et al 2011 – Italy): Pre and Inset Need for ongoing work - possibilities

3 Policy Minimum Requirements for Teacher Education Qualifications (MRTEQ) – Policy

MRTEQ Provides ideas for teacher educators: Pg 15 and Appendix C Subject specialist (at least two subjects) Phase specialist Competence in subject matter knowledge, practical learning

INTEGRATED AND APPLIED KNOWLEDGE Knowledge mix (pg 47) INTEGRATED AND APPLIED KNOWLEDGE Disciplinary Learning Pedagogical learning Practical Fundamental Situational

Teacher skills and knowledge mix The attitudes and skills of teachers are central in determining the mix of different types of knowledge, skills and affective objectives in EE programmes and the political and social interests that they serve (Fein 1991, Lotz and Robottom 1998). Possible in teacher education?

EE knowledge base and school subjects 4 EE and school Curriculum EE knowledge base and school subjects

Curriculum focus (CAPS?) Integrated with content of particular subjects- eg. Geography, Life and Natural Sciences Knowledge of content prioritised Status of subjects like science elevated in National curriculum in the UK (Littledyke 1997) Pressures of covering extensive content – impacts on teaching practices

EE and science (CAPS?) Littledyke (1997) – in the UK Science a core subject in curriculum Pressures of curriculum – limited understanding of teachers, content knowledge issues Shift – knowledge based, objectives (aims) and assessment led, instrumental and revisionist emphasis in Science Regulated curriculum overall

EE approaches / focus Gorodetsky and Keiny (1995:207) define environmental cognition as conceptual development regarding the dimensions of complexity, dynamism, interaction and involvement in conjunction with socio-economic problems Currently science narrowly viewed and implemented as indicated

Concluding ideas and questions 5 Projections Concluding ideas and questions

Policy shifts in Teacher Ed Garm and Karsten (2004:739) “new reforms with subsequent structural and organisational changes do not necessarily change the basic culture”.

Teacher Ed and universities Universities and agencies – contribute over time and knowledge base accumulated over time – development of disciplines Type of knowledge – enquiry focused on questions and is answerable by methods appropriate to the various disciplines

Some perspectives - Education Conceptual distinctions – thinking and how best to organize curriculum (Short 2002) Generalised education and specialized preparation for scholarly and professional education – educative function of university (Educational institutions) Conventionally: disciplinary knowledge – generated within a particular discipline – particular modes of enquiry (research)

Alternative viewpoints Practical or mission oriented knowledge Associated with various human activities – education, maintaining health, construction Need arises in situation where these and other kinds of human activities pose questions that must be answered in order for successful action to be taken

Approaches What might or should be done to accomplish certain ends? The actual or potential consequences of taking certain actions Environmental issues like this – climate change and local issues in context

Disciplinary limitations Disciplinary knowledge is not always appropriate for dealing with such questions Practical intent of mission oriented questions presupposes that questions that are generated in particular contexts need to be formulated and answered in ways commensurable with such contexts Disinterested intellectual approaches of disciplines are then not always appropriate

Context and change McGrath (2008:115) – planned educational change often about implementation of international ‘best practices’ Crossley (1999) – context matters: for instance in the ways that international ideas are mediated at national levels … teachers, learners and communities respond to their local level to construct practices

Questions to consider Barnard, Muthwas – Kuehn, Grimmet (1997) What constitutes a teacher education programme that adequately prepares preservice teachers for the challenge of teaching in a continually changing social, economic, technological and economic climate? What kinds of experiences are needed to enable preservice teachers to transcend the limitations of the histories and biographies that have shaped them?

Curriculum processes Curricula often regulative – various levels Curricula can be generative Curricula need to be educative Environmental issues foregrounded – 21st Century societal issues Within and through Subjects / disciplines Discipline and practical knowledge – methods and approaches mix