教师教育中的社会生态与环境多样性

D. Zandvliet, Alisa Paul
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引用次数: 0

摘要

摘要本文对加拿大一所综合性大学教育学院专业发展项目(pdp)中变革性教师教育项目的发展和潜力进行了反思。我们的教师教育项目以温哥华为背景,利用社会生态学和环境多样性(或种子)的视角来审视教师在将当地/全球可持续发展问题的意识带到学生学习经历中的角色。使用自动人种学方法,我们的项目反映了一个关键的和基于地点的教师教育议程,在其方法中突出了民主和参与性方法。我们将我们的经验与相关文献相结合,探索从我们不断发展的方法中可以得到什么启发。借鉴布克金的社会生态学理论,我们的教师教育实践是基于这样一种信念,即我们当前的大多数生态问题都源于根深蒂固的社会问题。从这个观点来看,如果不更仔细地了解我们现有的社会和经常占主导地位的非理性,生态问题就不可能被理解,更不用说解决了。在我们最近的工作中,我们的教师教育候选人强烈认同社会生态学和多样性的相关理论概念;因此,我们的身份(作为种子或幼苗)处于不断变化的状态,因为我们继续移动并适应当前的社会政治条件。
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Social Ecology and Environmental Diversity in Teacher Education
Abstract This paper offers reflections on the development and potential of a transformative teacher education project as one component of the Professional Development Programs (PDPs) at the Faculty of Education of a comprehensive Canadian university. The work of our teacher education program is set in Vancouver and utilizes the lenses of social ecology and environmental diversity (or SEEDs) to examine the roles of teachers in bringing an awareness of local/global sustainability issues to student learning experiences. Using auto-ethnographical methods our project reflects on a critical and place-based teacher education agenda highlighting democratic and participatory methods in its approach. We use our experiences combined with relevant literature to explore what inspirations might be drawn from our evolving approach. Drawing from Bookchin’s social ecology, our teacher education practices are based on the conviction that most of our present ecological problems originate with/in deep-seated social problems. It follows, from this view, that ecological problems cannot be understood, let alone solved, without a more careful understanding of our existing society and the irrationalities that often dominate it. In our most recent work, our teacher education candidates identified strongly with the related theoretical notions of Social Ecology and Diversity; hence, our identity (as seeds or seedlings) is in a state of flux as we continue to move and adapt to our current socio-political conditions.
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来源期刊
CiteScore
4.10
自引率
0.00%
发文量
11
期刊介绍: Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.
期刊最新文献
Online Adult Education for Sustainable Development: The Analysis of the Consequences of the Covid-19 Pandemic in Latvia Editorial: Does Sustainability Languish in Education? Social Ecology and Environmental Diversity in Teacher Education Tracing the Sustainability Components in the Indian Tourism Curricula: An Exploratory Study Developing an Environmental Impact Assessment Methodology for Disc Golf Courses
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