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Article: Environmental education and classroom practice: some implications for teacher education

TitleEnvironmental education and classroom practice: some implications for teacher education
Authors
KeywordsGeography environmental studies education
Issue Date1994
PublisherChannel View Publications. The Journal's web site is located at http://multilingual-matters.com/multi/journals/journals_irgee.asp
Citation
International Research in Geographical and Environmental Education, 1994, v. 3 n. 2, p. 22-34 How to Cite?
AbstractInformal, open, experiential, student-centred classroom styles are seen as preferable for effective environmental education. The paper examines how far and in what ways such styles are employed and what model of teacher education is eneded. Three hundred and eighty-one teachers in Hong Kong completed a self-administered questionnaire examining the openness and indirectedness of teaching style primarily within a framework of Gagne instructional events. Opening phases in lessons tended to be open, indirect and student-centred but as lessons progresssed became more closed, teacher-directed, bookish and examination oriented. The relative inappropriateness of the style adopted is not seen in terms of lack of teacher knowledge but of teacher perceptions of practicality and a tendency to adopt satisficer strategies to accommodate short-term demands. Teacher education needs to take account of the realities of the school and focus on teacher education and curriculum development as one within a process model of teacher training that is appropriate to the needs of environmental classes.
Persistent Identifierhttp://hdl.handle.net/10722/42086
ISSN
2015 SCImago Journal Rankings: 0.304

 

DC FieldValueLanguage
dc.contributor.authorStimpson, PGen_HK
dc.date.accessioned2007-01-08T02:28:32Z-
dc.date.available2007-01-08T02:28:32Z-
dc.date.issued1994en_HK
dc.identifier.citationInternational Research in Geographical and Environmental Education, 1994, v. 3 n. 2, p. 22-34en_HK
dc.identifier.issn1038-2046en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42086-
dc.description.abstractInformal, open, experiential, student-centred classroom styles are seen as preferable for effective environmental education. The paper examines how far and in what ways such styles are employed and what model of teacher education is eneded. Three hundred and eighty-one teachers in Hong Kong completed a self-administered questionnaire examining the openness and indirectedness of teaching style primarily within a framework of Gagne instructional events. Opening phases in lessons tended to be open, indirect and student-centred but as lessons progresssed became more closed, teacher-directed, bookish and examination oriented. The relative inappropriateness of the style adopted is not seen in terms of lack of teacher knowledge but of teacher perceptions of practicality and a tendency to adopt satisficer strategies to accommodate short-term demands. Teacher education needs to take account of the realities of the school and focus on teacher education and curriculum development as one within a process model of teacher training that is appropriate to the needs of environmental classes.en_HK
dc.format.extent9011524 bytes-
dc.format.extent766093 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/pdf-
dc.languageengen_HK
dc.publisherChannel View Publications. The Journal's web site is located at http://multilingual-matters.com/multi/journals/journals_irgee.aspen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe article has been published by International Research in Geographical and Environmental Educationen_HK
dc.subjectGeography environmental studies educationen_HK
dc.titleEnvironmental education and classroom practice: some implications for teacher educationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1038-2046&volume=3&issue=2&spage=22&epage=34&date=1994&atitle=Environmental+education+and+classroom+practice:+some+implications+for+teacher+educationen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.hkuros711-

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