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https://hdl.handle.net/1959.11/11048
Title: | Ideology, epistemology and pedagogy: Barriers and potential drivers to environmental education for initial teacher education students with focus on the Primary Science National Curriculum for England and Wales | Contributor(s): | Littledyke, Michael (author) | Publication Date: | 2007 | Handle Link: | https://hdl.handle.net/1959.11/11048 | Abstract: | The National Curriculum for England and Wales was influenced in its development by political ideology and epistemological assumptions, which have had significant implications for primary pedagogical practice and experiences of primary pupils. Although environmental education was identified a cross-curricular theme, it has been marginalised in many schools. The paper discusses the reasons for these developments and presents a model of teacher education based on constructivist principles that supports environmental education, with a critique of how the curriculum needs to develop to promote sustainability. | Publication Type: | Conference Publication | Conference Details: | 1st European Conference on Education for Sustainable Development, Orestiada and Soufli, Greece, 5th - 7th October, 2007 | Source of Publication: | Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice, p. 103-114 | Publisher: | Environmental Education Center of Soufli | Place of Publication: | Soufli, Greece | Fields of Research (FoR) 2008: | 130313 Teacher Education and Professional Development of Educators | Socio-Economic Objective (SEO) 2008: | 930599 Education and Training Systems not elsewhere classified | Peer Reviewed: | Yes | HERDC Category Description: | E1 Refereed Scholarly Conference Publication | Publisher/associated links: | http://www.eauc.org.uk/higher_education_and_the_challenge_of_sustainabili |
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Appears in Collections: | Conference Publication School of Education |
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