Environmental Teacher Education
Environmental Teacher Education (ETE) was established as a valid and necessary area of professional preparation and development during the 1970s. Pioneering efforts by UNESCO-UNEP sought to define broad-based educational parameters for environmental education (EE), and as EE was taken up in a range of curriculum development initiatives, implications for ETE were soon drawn out. From the outset, key drivers of ETE have been progressive and constructivist science education projects and action research programs in teacher inquiry and professional learning, e.g., OECD’s Environment and Schools Initiatives.
Following the Rio Earth Summit (1992) and Agenda 21, ETE has been largely recast as a key contributor to sustainability education, particularly in preservice contexts (e.g., for early childhood, primary, secondary, tertiary, vocational, and higher education). Subsequent shifts in the focus of ETE can be identified, broadly, away from its roots in preparing teachers to engage...
KeywordsScience Education Pedagogical Content Knowledge Environmental Education Secondary Science Teacher Professional Preparation
- Fensham PJ, May JB (1979) Servant not master—a new role for science in a core of environmental education. Aust Sci Teach J 25(2):15–24Google Scholar