Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers' attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices.
Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers' attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices.
Melissa Barnes is a Senior Lecturer in the Faculty of Education at Monash University. She works within the fields of teacher education, assessment, policy and TESOL. Melissa has been a classroom teacher in the US, Germany, Vietnam and Australia, collectively shaping her understanding and approach to teaching and learning. Deborah Moore is a Lecturer in Curriculum & Pedagogy and Early Childhood Education at Deakin University. Deborah's research interests include respectfully researching with young children; listening to children's stories about the places they construct themselves for their own imaginative play; and examining ESE with teachers and learners. Sylvia Christine Almeida is a Senior Lecturer in Environmental, Sustainability and Science Education in the Faculty of Education at Monash University with strong global teaching experiences across India, Africa, USA, the Middle East and Australia. Her research aims to foreground alternative, non-dominant worldviews in shaping Environmental and Sustainability Education.
Inhaltsangabe
1: ESE: Finding hope amidst future concerns. 2: Educational landscapes: ESE curricular initiatives and change. 3: Identities matter: Teachers' identities as a lens into teachers' everyday practices. 4: Enacting agency and negotiating power: A theoretical framework. 5: Empowerment through storytelling: A combinational methodology. 6: Community partnerships - 'Just sneak it in': Subversive ways to include ESE. 7: The whole-school approach in ESE schools: 'I'm the lucky one here'. 8: ESE in Early Childhood Education: 'We do lots of little things ... now'. 9: ESE in status quo schools: 'It's just not a priority'. 10: The hierarchical school and ESE: 'New teachers cannot do anything'. 11: ESE in a rural school: 'We became the grade who does things. 12: Hope for the future: Enacting power and agency in ESE
1: ESE: Finding hope amidst future concerns. 2: Educational landscapes: ESE curricular initiatives and change. 3: Identities matter: Teachers' identities as a lens into teachers' everyday practices. 4: Enacting agency and negotiating power: A theoretical framework. 5: Empowerment through storytelling: A combinational methodology. 6: Community partnerships - 'Just sneak it in': Subversive ways to include ESE. 7: The whole-school approach in ESE schools: 'I'm the lucky one here'. 8: ESE in Early Childhood Education: 'We do lots of little things ... now'. 9: ESE in status quo schools: 'It's just not a priority'. 10: The hierarchical school and ESE: 'New teachers cannot do anything'. 11: ESE in a rural school: 'We became the grade who does things. 12: Hope for the future: Enacting power and agency in ESE
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