{"title":"教师教育中的社会生态与环境多样性","authors":"D. Zandvliet, Alisa Paul","doi":"10.2478/jtes-2023-0011","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Social Ecology and Environmental Diversity in Teacher Education\",\"authors\":\"D. Zandvliet, Alisa Paul\",\"doi\":\"10.2478/jtes-2023-0011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":39400,\"journal\":{\"name\":\"Journal of Teacher Education for Sustainability\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teacher Education for Sustainability\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/jtes-2023-0011\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education for Sustainability","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jtes-2023-0011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
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.
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.