Almeida, Sylvia Christine

Environmental education in a climate of reform: understanding teacher educators' perspectives.

Rotterdam

Boston

2015

9789463002172

9463002170

Abstract: India is grappling with serious environmental issues that have been largely sparked by its galloping economy. As a measure of its seriousness to reduce the environmental impacts it has spearheaded numerous policy initiatives. One of the major thrusts of the proposed initiatives to curb environmental degradation has been to create an informed and well-educated citizenry. The federal mandates have triggered new curriculum policies and the compulsory teaching of environmental and sustainability education at all levels in all education institutions. This volume examines the policy practice conundrum. It looks at how national and international policy reforms reach practitioners - in this case teacher educators. Furthermore, it unravels how teacher educators understand environmental education, the ways in which they negotiate its demands on their busy schedules, what helps them in determining relevant issues within this and finally how they implement these policies in their everyday practices. It is evident from this book that while there have been some really well meaning development of policies, their impact on teacher educators' practice, and therefore student teachers' learning about Environmental Education is limited. The study showed that while these teacher educators had a clear understanding of the environment and saw the need/importance of incorporating Environmental Education in their daily practices they had very little scope to do so. There were numerous factors that constrained implementation. The book provides inputs on global policy practice gaps. It offers valuable insights to a global audience grappling with understanding the ways in which environmental education policies are put into practice in emerging economies like India. The final argument is thesis that while policy reforms are a step in the right direction they need to be backed up with strong implementation systems in order to be successful.

Section 1. Building the Stories

Chapter 1: Introduction

Background
Rationale

Chapter 2: Environmental Education & Teacher Education:
A Review of Literature Review

Introduction
Global – Local: Environmental Concerns and Challenges
A Historical Analysis of EE (from Global to Local)
Teacher Education and Environmental Education: A Rocky Marriage
The Case of India: Teacher Preparation and EE

Chapter 3: Teacher Educators′ Practices and Identities:Developing the Study

Conceptualising the Study
Methodology

Section 2. Unfolding the Personal Stories: About Self

Chapter 4: Teacher Educators – Personal Connections, Background, Culture, Knowledge and Beliefs

Introduction

Chapter 5: Understandings about the Environment and Teacher Educators′ Ecological Identities

Introduction

Section 3. Unfolding the Professional Stories: About External Factors/Impacts/Bearings

Chapter 6: Teacher Education and Environmental Education

Teaching as a Professional ′Choice′

Chapter 7: Environmental Education and Its Implementation

Teacher Educators′ Views about EE
Teacher Educators′ Preparedness to Teach EE
Personal Experiences in Implementing EE
Student Teachers′ Preparedness to Teach EE
Student Teachers′ Experiences in Implementing EE
Supreme Court Mandate and Its Implementation
Organisational and Institutional Support
University and Institutional Support
Support from Government/Non-government Bodies
Preparation in Teaching EE
Summary

Chapter 8: Curriculum and Policy: Realities and Possibilities

How EE is Prioritised in the Curriculum and Pedagogy
Influence of Recent Policy Changes on Personal Practice
Summary

Section 4. Making Sense of the Stories: Need for Reform

Chapter 9: Synthesis

The Ways, in Which EE Is Understood, Negotiated, Determined
and Implemented
Organisational Culture and Its Influence on Implementation of
EE in Teacher Education
Characteristics of EE in Teacher Education in India

Section 5. Bringing the Stories Together: Traditions Nurture Futures

Chapter 10: Conclusion

Tradition versus Future

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

References

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