Please use this identifier to cite or link to this item: 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
Appears in Collections:Conference Publication
School of Education

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