Making the implicit explicit: environmental teacher as a “reflective practitioner-

详细信息    查看全文

• 作者：Cláudia Faria
• 关键词：Implicit discourse ; Environmental agency ; Reflective teachers
• 刊名：Cultural Studies of Science Education
• 出版年：2015
• 出版时间：June 2015
• 年：2015
• 卷：10
• 期：2
• 页码：281-284
• 全文大小：316 KB
• 参考文献：Arreguín-Anderson, M. G., & Kennedy, K. D. (2013). Deliberate language planning in environmental education: A CRT/LatCrit perspective. The Journal of Environmental Education, 44, 1-5. doi:10.-080/-0958964.-012.-65098 .View Article
  Boza, M. A. (1993). Conservation in action: Past, present and future of the national parks system in Costa Rica. Conservation Biology, 7, 239-47. doi:10.-046/?j.-523-1739.-993.-7020239.?x .View Article
  Bruni, C. M., Chance, R. C., & Schultz, P. W. (2012). Measuring values-based environmental concerns in children: An environmental motives scale. The Journal of Environmental Education, 43, 1-5. doi:10.-080/-0958964.-011.-83945 .View Article
  Cotton, D. R. E. (2006). Implementing curriculum guidance on environmental education: The importance of teachers-beliefs. Journal of Curriculum Studies, 38, 67-3. doi:10.-080/-022027050003864- .View Article
  Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. School Engagement, 74(1), 59-09.
  Grace, M. M., & Ratcliffe, M. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24, 1157-169. doi:10.-080/-950069021013484- .View Article
  Iozzi, L. A. (1989). What research says to the educator, Part 2. The Journal of Environmental Education, 20, 6-3. doi:10.-080/-0958964.-989.-943033 .View Article
  Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11, 47-1. doi:10.-080/-354060042000337-93 .View Article
  McLaughlin, M., & Talbert, J. (2006). Building school-based teacher learning communities. New York: Teachers College Press.
  Mergler, A. (2008). Making the implicit explicit: Values and morals in Queensland teacher education. Australian Journal of Teacher Education, 33(4), 1-0.View Article
  Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the World. OECD Publishing. doi:10.-787/-789264xxxxxx-en .
  Schultz, P. W. (2001). The structure of environmental concern: Concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21, 327-39. doi:10.-006/?jevp.-001.-227 .View Article
  Sims, M. (2004). Making values matter: Training in difference and diversity. Journal of Australian Research in Early Childhood Education, 11(1), 75-9.
  Teisl, M. F., Anderson, M. W., Noblet, C. L., Criner, G. K., Rubin, J., & Dalton, T. (2010). Are environmental professors unbalanced? Evidence from the field. The Journal of Environmental Education, 42, 67-3. doi:10.-080/-095896100370589- .View Article
  Totterdell, M. (2000). The moralization of teaching: A relational approach as an ethical framework in the professional preparation and formation of teachers. In R. Gardner, J. Cairns, & D. Lawton (Eds.), Education for values: Morals, ethics and citizenship in contemporary teaching (pp. 127-46). London: Kogan Page.
  Zeichner, K. (2008). A critical analysis of reflection as a goal for teacher education. Keynote address presented at ENDIPE (Encontro Nacional de Didatica e Pratica de Ensino), Porto Alegre Brazil.
  
• 作者单位：Cláudia Faria (1)
  
  1. Instituto de Educa??o, Universidade de Lisboa, Alameda da Universidade, 1649-013, Lisbon, Portugal
  
• 刊物主题：Science Education; Sociology of Education;
• 出版者：Springer Netherlands
• ISSN：1871-1510

文摘

This forum article consists on a commentary on the article by Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss and Seema Rivera. The authors emphasized the need for environmental teachers to expand the focus of their instructional efforts beyond rational argumentation and reasoning, taking into account the complex emotional aspects of the human relationship with nature. In this commentary, I attempt to extend the conversation regarding these issues to the need for teachers to be aware about their own environmental beliefs, which could be guiding their teaching. I close with a consideration for the need for environmental teachers to be reflective practitioners, using reflection upon the ends of education, their environmental values and ideas and the moral and ethical aspects of teaching, for challenging students-beliefs and empowering them to make informed environmental decisions, contributing thereby to the building of more just and environmental sustained societies.