Supporting Education for Sustainable Development through an Online Global Forum for Teacher Educators
- Schudel, Ingrid J, Down, Lorna, McKeown, Rosalyn, Baumann, Stefan, Petersen, Andrew, Urenje, Shepherd
- Authors: Schudel, Ingrid J , Down, Lorna , McKeown, Rosalyn , Baumann, Stefan , Petersen, Andrew , Urenje, Shepherd
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435283 , vital:73144 , ISBN 9781538153840 , https://rowman.com/ISBN/9781538153833/At-School-in-the-World-Developing-Globally-Engaged-Teachers
- Description: The Online Global Forum on Education for Sustainable De-velopment (ESD) for Teacher Educators was launched in 2019 by colleagues from three continents who formed a group called ESD Innovate (hereinafter also referred to as Forum founders). ESD Innovate is made up of three African representatives, two European, and two from North America and the Caribbean. The group was formed during the Inter-national Network of Teacher Education Institutions (INTEI) conference in 2016. In discussions at this conference, we (the authors of this chapter and those who formed ESD In-novate) heard the need for ongoing professional develop-ment in ESD for teacher educators. Professional develop-ment programs regarding ESD are available for in-service teachers in some regions of the world, but few are available for teacher educators, especially initiatives designed for sus-tained engagement. Thus, the Forum aims to meet the need for continuing professional development of teacher educa-tors with an ESD focus. Additionally, the Forum was de-signed to bring teacher educators together from all over the world to facilitate collaboration between and among teacher educators and their student teachers in an intellectual dia-logue on the response of teacher education to the Sustaina-ble Development Goals (United Nations, 2015). At the same time, we aimed to share local and global experiences on the realization of relevance and education quality through ESD.
- Full Text:
- Date Issued: 2023
- Authors: Schudel, Ingrid J , Down, Lorna , McKeown, Rosalyn , Baumann, Stefan , Petersen, Andrew , Urenje, Shepherd
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435283 , vital:73144 , ISBN 9781538153840 , https://rowman.com/ISBN/9781538153833/At-School-in-the-World-Developing-Globally-Engaged-Teachers
- Description: The Online Global Forum on Education for Sustainable De-velopment (ESD) for Teacher Educators was launched in 2019 by colleagues from three continents who formed a group called ESD Innovate (hereinafter also referred to as Forum founders). ESD Innovate is made up of three African representatives, two European, and two from North America and the Caribbean. The group was formed during the Inter-national Network of Teacher Education Institutions (INTEI) conference in 2016. In discussions at this conference, we (the authors of this chapter and those who formed ESD In-novate) heard the need for ongoing professional develop-ment in ESD for teacher educators. Professional develop-ment programs regarding ESD are available for in-service teachers in some regions of the world, but few are available for teacher educators, especially initiatives designed for sus-tained engagement. Thus, the Forum aims to meet the need for continuing professional development of teacher educa-tors with an ESD focus. Additionally, the Forum was de-signed to bring teacher educators together from all over the world to facilitate collaboration between and among teacher educators and their student teachers in an intellectual dia-logue on the response of teacher education to the Sustaina-ble Development Goals (United Nations, 2015). At the same time, we aimed to share local and global experiences on the realization of relevance and education quality through ESD.
- Full Text:
- Date Issued: 2023
An Examination of the Nexus between Environmental Knowledge and Environmental Learning Processes
- Chitsiga, Christina, Schudel, Ingrid J
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
Assisting Learners to Take Up Agency in Problem-Solving Activities
- Lambrechts, Therese, O’Donoghue, Rob B, Schudel, Ingrid J
- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
Emergent Curriculum and Sustainability Competencies in Environmental Learning
- Mkhabela, Antonia T, Schudel, Ingrid J
- Authors: Mkhabela, Antonia T , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435112 , vital:73131 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study was influenced by the South African National Diagnostic Report on Learner Performance in the 2012 final examinations, which highlighted learner struggles with ‘higher order thinking skills such as application, problem solving, critical thinking, analysis and evaluation’ (South Africa DBE 2013: 16). These are skills typically associated with essay questions in examinations. Another issue reported in the abovementioned document was poorly answered essay questions on Environmental Studies, ‘giving the impression that this topic, which is scheduled towards the end of the year, was neglected by both teachers and learners’ (p. 121). The problem of weak higher order thinking skills, compounded by difficulty with Environmental Studies, informed part of the research interest for this study: namely, how higher order thinking is engaged when reflecting on environmental issues in Life Sciences classrooms (specifically required for the Environmental Studies topic of ‘human impact’).
- Full Text:
- Date Issued: 2021
- Authors: Mkhabela, Antonia T , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435112 , vital:73131 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study was influenced by the South African National Diagnostic Report on Learner Performance in the 2012 final examinations, which highlighted learner struggles with ‘higher order thinking skills such as application, problem solving, critical thinking, analysis and evaluation’ (South Africa DBE 2013: 16). These are skills typically associated with essay questions in examinations. Another issue reported in the abovementioned document was poorly answered essay questions on Environmental Studies, ‘giving the impression that this topic, which is scheduled towards the end of the year, was neglected by both teachers and learners’ (p. 121). The problem of weak higher order thinking skills, compounded by difficulty with Environmental Studies, informed part of the research interest for this study: namely, how higher order thinking is engaged when reflecting on environmental issues in Life Sciences classrooms (specifically required for the Environmental Studies topic of ‘human impact’).
- Full Text:
- Date Issued: 2021
Engaging Education for Sustainable Development as Quality Education in the Fundisa for Change Programme
- Schudel, Ingrid J, Lotz-Sisitka, Heila, Songqwaru, Zintle, Tshiningayamwe, Sirkka
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
- Full Text:
- Date Issued: 2021
Environmental ethics: A sourcebook for educators
- Jickling, Bob, Lotz-Sisitka, Heila, Olvitt, Lausanne L, O’Donoghue, Rob B, Schudel, Ingrid J, McGarry, Dylan K, Niblett, Blair
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
- Authors: Jickling, Bob , Lotz-Sisitka, Heila , Olvitt, Lausanne L , O’Donoghue, Rob B , Schudel, Ingrid J , McGarry, Dylan K , Niblett, Blair
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435834 , vital:73205 , ISBN 978-1991201287 , https://www.amazon.com/Environmental-Ethics-Sourcebook-Bob-Jickling/dp/1991201281
- Description: This well-constructed, and highly original, sourcebook inte-grates educational materials for teaching environmental eth-ics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy de-partments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not some-thing left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledg-es foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, pro-cess-oriented, and place-based approaches to ethical reflec-tion, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradi-tion by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmen-tal issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other profes-sionals who wish to bring environmental ethics to the fore-front of their pedagogical practices.
- Full Text:
- Date Issued: 2021
Formative Assessment for Quality Environmental Learning in Natural Sciences Classrooms
- Mgoqi, Nomvuyo, Schudel, Ingrid J
- Authors: Mgoqi, Nomvuyo , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435127 , vital:73132 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
- Full Text:
- Date Issued: 2021
- Authors: Mgoqi, Nomvuyo , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435127 , vital:73132 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
- Full Text:
- Date Issued: 2021
Investigating the Nature of Biodiversity Knowledge in Natural Sciences Curriculum and Textbooks
- Mmekwa, Makwena, Schudel, Ingrid J
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
- Full Text:
- Date Issued: 2021
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
- Full Text:
- Date Issued: 2021
Strengthening Environment and Sustainability Subject Knowledge Curriculum Challenges and Opportunities
- Schudel, Ingrid J, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Date Issued: 2021
Teacher Contexts as Amplifiers and Filters to Environmental Pedagogical Content Knowledge within a Professional Development System
- Brundit, Susan, Schudel, Ingrid J
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
- Full Text:
- Date Issued: 2021
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
- Full Text:
- Date Issued: 2021
Theorising Active Learning–A Historical Analysis
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
- Date Issued: 2021
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
- Date Issued: 2021
Deliberations on a changing curriculum landscape and emergent environmental and sustainability education practices in South Africa
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436206 , vital:73239 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_3
- Description: This chapter describes Environmental and Sustainability Edu-cation (ESE) in South Africa against the backdrop of a chang-ing educational system. It discusses changing educational im-peratives in post-apartheid South Africa and how these have been interpreted and applied in three curriculum revisions in South Africa since 1994: Curriculum 2005, the Revised Na-tional Curriculum Statements and the Curriculum Assessment Policy Statement. The narrative also examines a changing pic-ture of teacher professional development in South Africa high-lighting how constructivist and social realist understandings of education, development and learning have entered the dis-course and influenced practice in South Africa. The chapter concludes with highlighting how a relational approach to learn-ing, as evident in ESE practices in South Africa, can help to avoid a pendulum swing between the dichotomies of compet-ing discourses.
- Full Text:
- Date Issued: 2017
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436206 , vital:73239 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_3
- Description: This chapter describes Environmental and Sustainability Edu-cation (ESE) in South Africa against the backdrop of a chang-ing educational system. It discusses changing educational im-peratives in post-apartheid South Africa and how these have been interpreted and applied in three curriculum revisions in South Africa since 1994: Curriculum 2005, the Revised Na-tional Curriculum Statements and the Curriculum Assessment Policy Statement. The narrative also examines a changing pic-ture of teacher professional development in South Africa high-lighting how constructivist and social realist understandings of education, development and learning have entered the dis-course and influenced practice in South Africa. The chapter concludes with highlighting how a relational approach to learn-ing, as evident in ESE practices in South Africa, can help to avoid a pendulum swing between the dichotomies of compet-ing discourses.
- Full Text:
- Date Issued: 2017
Exploring critical realist insights into transformative environmental learning processes in contexts of social-ecological risk
- Authors: Schudel, Ingrid J
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437045 , vital:73326 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Environment and sustainability are continually recognized for significance to the future of planetary well-being. But the com-plex, cross-cutting transversal nature and associated ‘new-ness’1 of environment and sustainability concerns within edu-cation and training systems raise a number of challenges for education and training systems. In this chapter I explore how critical realist dialectics can help to more fully explain the ab-sence of intermediate pathways in the environment and sus-tain able development ‘sector’ in South Africa and through this analysis raise opportunities for creating more seamless envi-ronmental learning pathways into green jobs, enhancing social justice potential and public good concerns. The chapter situ-ates the discussion within the South African policy discourse of meaningful learning pathways (DHET, 2010) through a study of two priority scarce skills occupations in the environmental sector (environmental scientist and environmental technician). This is used as an example to illustrate systemic disjunctures that demonstrate how environmental learning pathways in and for sustain able development emerge. Using a critical realist lens to understand the absences that denote a relationship away from being allows the chapter to conceptualize absence as central to the real and hence to being (Lotz-Sisitka and Ramsarup, 2012; Bhaskar, 1993). Privileging absence allows me to develop a vantage point that connects being to becom-ing and hence underlines the intent for change inherent within this research. Norrie (2010, p. 28) states that ‘understanding change as a process of absenting of absences as well as the absenting of those structural constraints that keep absences in place . . . lies at the core of change’.
- Full Text:
- Date Issued: 2015
- Authors: Schudel, Ingrid J
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437045 , vital:73326 , ISBN 9781315660899 , https://www.routledge.com/Critical-Realism-Environmental-Learning-and-Social-Ecological-Change/Price-Lotz-Sistka/p/book/9780367597689
- Description: Environment and sustainability are continually recognized for significance to the future of planetary well-being. But the com-plex, cross-cutting transversal nature and associated ‘new-ness’1 of environment and sustainability concerns within edu-cation and training systems raise a number of challenges for education and training systems. In this chapter I explore how critical realist dialectics can help to more fully explain the ab-sence of intermediate pathways in the environment and sus-tain able development ‘sector’ in South Africa and through this analysis raise opportunities for creating more seamless envi-ronmental learning pathways into green jobs, enhancing social justice potential and public good concerns. The chapter situ-ates the discussion within the South African policy discourse of meaningful learning pathways (DHET, 2010) through a study of two priority scarce skills occupations in the environmental sector (environmental scientist and environmental technician). This is used as an example to illustrate systemic disjunctures that demonstrate how environmental learning pathways in and for sustain able development emerge. Using a critical realist lens to understand the absences that denote a relationship away from being allows the chapter to conceptualize absence as central to the real and hence to being (Lotz-Sisitka and Ramsarup, 2012; Bhaskar, 1993). Privileging absence allows me to develop a vantage point that connects being to becom-ing and hence underlines the intent for change inherent within this research. Norrie (2010, p. 28) states that ‘understanding change as a process of absenting of absences as well as the absenting of those structural constraints that keep absences in place . . . lies at the core of change’.
- Full Text:
- Date Issued: 2015
Developing a relational perspective on intergenerational learning
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437161 , vital:73349 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_16
- Description: This chapter argues for a critical perspective on the use of lo-cal knowledge and practices in teaching and learning, present-ing some pedagogical thinking tools for reviewing intergenera-tional teaching and learning processes. The chapter highlights five relational elements in teaching and learning processes, including the relationship between individual and community, social and historic contexts, school-based actions and local practices, local and regional/national/global concerns, and fi-nally between local knowledge and abstract school knowledge. These relational elements of learning illustrate how it is possi-ble to mitigate against conservative, over-simplistic or idealistic responses to environmental concerns. This argument is illus-trated through reference to a lesson designed and implement-ed by a school teacher participating in a Rhodes University ac-credited teacher professional development course–the Schools and Sustainability course. This teacher depended substantially on intergenerational communication for her les-son, which supported Grade 1 pupils to research the use of wild vegetables historically in their community and plant these vegetables in their school garden with the support of knowledgeable community members.
- Full Text:
- Date Issued: 2014
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437161 , vital:73349 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_16
- Description: This chapter argues for a critical perspective on the use of lo-cal knowledge and practices in teaching and learning, present-ing some pedagogical thinking tools for reviewing intergenera-tional teaching and learning processes. The chapter highlights five relational elements in teaching and learning processes, including the relationship between individual and community, social and historic contexts, school-based actions and local practices, local and regional/national/global concerns, and fi-nally between local knowledge and abstract school knowledge. These relational elements of learning illustrate how it is possi-ble to mitigate against conservative, over-simplistic or idealistic responses to environmental concerns. This argument is illus-trated through reference to a lesson designed and implement-ed by a school teacher participating in a Rhodes University ac-credited teacher professional development course–the Schools and Sustainability course. This teacher depended substantially on intergenerational communication for her les-son, which supported Grade 1 pupils to research the use of wild vegetables historically in their community and plant these vegetables in their school garden with the support of knowledgeable community members.
- Full Text:
- Date Issued: 2014
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