- Title
- Issues-Based Enquiry: An Enabling Pedagogy for ESD in Teacher Education and School Geography
- Creator
- Wilmot, Diana P
- Subject
- To be catalogued
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/436266
- Identifier
- vital:73253
- Identifier
- ISBN 978-3-319-45989-9
- Identifier
- https://doi.org/10.1007/978-3-319-45989-9_10
- Description
- This chapter addresses the need for innovations in geography teacher education programmes in a developing world context. More specifically, it responds to the need for practical ‘how to’ examples for ESD integration into school geography by de-scribing a pedagogical experiment that was piloted with in-service Namibian teachers and education development offic-ers (EDOs) enrolled for a Bachelor of Education (Honours) de-gree in 2014. The theoretical constructs underpinning the ex-periment’s design and pedagogical approach as well as the teacher professional development model are described. This is followed by a description and justification of the methodology used to answer the research question: ‘How can issues-based enquiry enable the integration of ESD at the micro level of the classroom?’ The findings of the experiment provide evidence of how issues-based enquiry, underpinned by active learning and constructivist epistemology and a model of teacher pro-fessional development located in reflexive practice, enabled the teachers to acquire foundational knowledge and pedagog-ical content knowledge for effective integration of ESD into school geography. This chapter may offer other teacher educators some guidelines on how to develop teacher capacity to integrate ESD into their own programmes.
- Format
- 9 pages
- Format
- Publisher
- Springer
- Language
- English
- Relation
- Wilmot, D., 2017. Issues-Based Enquiry: An Enabling Pedagogy for ESD in Teacher Education and School Geography. Schooling for Sustainable Development in Africa, pp.129-138
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the SpringerLink Terms of Use Statement ( https://link.springer.com/termsandconditions)
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Wilmot, Di (Prof)
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