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Best practices of five Canadian ecological education (ECE), environmental education (EE) and education for sustainable development (ESD) pre-service teacher educators

dc.contributor.advisorPuk, Tom
dc.contributor.authorBerg, Ronald Gustav.
dc.date.accessioned2017-06-08T13:36:12Z
dc.date.available2017-06-08T13:36:12Z
dc.date.created2010
dc.date.issued2010
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/3967
dc.description.abstractThis study examines the teaching practices of five Canadian pre-service teacher educators in ecological education (ECE) courses, environmental education (EE) and education for sustainable development (ESD) courses. This study builds upon Lin's (2002) and Towler's (1980) studies by investigating the varied practices of Canadian ECE/EE/ESD teacher educators through the use of interviews. This study found that to greater and lesser extents, all of the participants use action projects, creative/critical approaches, experiential approaches, modeling, narrative, social learning, present multiple perspectives and provide students freedom in choosing their assignments. These teaching practices are carried out in order to provide an environment conducive to inner transformation.
dc.language.isoen_US
dc.subjectTeachers (Training of Canada)
dc.subjectEnvironmental education (Teacher training)
dc.titleBest practices of five Canadian ecological education (ECE), environmental education (EE) and education for sustainable development (ESD) pre-service teacher educators
dc.typeThesis
etd.degree.nameMaster of Education
etd.degree.levelMaster
etd.degree.disciplineEducation
etd.degree.grantorLakehead University


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