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|Title:||How to Teach Education for Sustainbility: Integrating Theory and Practice||Contributor(s):||Jenkins, Kathryn A (author)||Publication Date:||2015||Handle Link:||https://hdl.handle.net/1959.11/17462||Abstract:||The title of this chapter may appear a little daunting to many teaching practitioners. However, if we view theory as being about significant educational principles for informing effective teaching practice, then it is important to include in this book some theory related to the teaching and learning of education for sustainability (EfS). In this chapter, I briefly outline the role of EfS before explaining how ideas about teaching and learning have changed in relatively recent times. I also highlight how the EfS literature, policy documents and guidelines have become more inclusive of action competence and a futures-oriented approach (Australian Government Department of Environment, Water, Heritage and the Arts [AGDEWHA], 2010; New Zealand Ministry of Education, 2010). I then illustrate how effective teaching in EIS can be guided by Jensen's model of 'action competence' (Jensen, 2002), especially in terms of engaging primary school students directly in sustainability issues, with the intention of enabling them to realise their visions for a sustainable future.||Publication Type:||Book Chapter||Source of Publication:||Educating for Sustainability in Primary Schools: Teaching for the Future, p. 33-44||Publisher:||Sense Publishers||Place of Publication:||Rotterdam, The Netherlands||ISBN:||9789463000468
|Field of Research (FOR):||130299 Curriculum and Pedagogy not elsewhere classified||Socio-Economic Outcome Codes:||930399 Curriculum not elsewhere classified||HERDC Category Description:||B1 Chapter in a Scholarly Book||Statistics to Oct 2018:||Visitors: 107
|Appears in Collections:||Book Chapter|
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