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ERIC Number: EJ1094187
Record Type: Journal
Publication Date: 2016-Mar
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0814-0626
Telling Reflections: Teaching Sustainably in a Complex Learning Environment
Prescott, Debbie
Australian Journal of Environmental Education, v32 n1 p80-90 Mar 2016
This article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300-800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability. [Paper presented at the 18th AAEE Biennial Conference--Sustainability, Smart Strategies for the 21st Century.]
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Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A