Reflective Practice in Teacher Education: Learning from Case Studies of Environmental Education

Regula Kyburz-Graber

ISBN 10: 3039108689 / ISBN 13: 9783039108688

Published by Peter Lang AG, Internationaler Verlag der Wissenschaften, 2006

About this Item

Leichte Abnutzungen. This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons which explore issues emerging from the documented reflective practice: aims of environmental education in the educational policy context of the countries, their relationship to the disciplines and the traditional knowledge transmission position, the role of action research approaches for innovation and reflection, and institutional conditions of collaboration in teacher education. This international case study project is research based in adopting professional development approaches that are informed by action research principles. It represents examples of innovation that challenge established practice in schools and teacher education institutions. It provides study material for all who attempt to describe, change and improve their own education practices and who want to adopt an action research approach to professional or program development.

Seller Inventory # 7703d85c-2722-4c55-8bb0-5faa6f15f121

Bibliographic Details

• Title: Reflective Practice in Teacher Education: Learning from Case Studies of Environmental Education
• Publisher: Peter Lang AG, Internationaler Verlag der Wissenschaften
• Publication Date: 2006
• Language: English
• ISBN 10: 3039108689
• ISBN 13: 9783039108688
• Binding: Softcover
• Condition: As New
• Seller catalogs:
  • Pedagogy

About this title

Synopsis

This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons which explore issues emerging from the documented reflective practice: aims of environmental education in the educational policy context of the countries, their relationship to the disciplines and the traditional knowledge transmission position, the role of action research approaches for innovation and reflection, and institutional conditions of collaboration in teacher education.
This international case study project is research based in adopting professional development approaches that are informed by action research principles. It represents examples of innovation that challenge established practice in schools and teacher education institutions. It provides study material for all who attempt to describe, change and improve their own education practices and who want to adopt an action research approach to professional or program development.

About the Author

The Editors: Regula Kyburz-Graber is a Professor for Teacher Education, University of Zurich. She was the national coordinator for the OECD Project «Environment and School Initiatives» (ENSI). Her research interests are in environmental education, science education, reflective teaching, professional development and school development.
Paul Hart is Professor of Science and Environmental Education at the University of Regina in Canada. He teaches graduate courses in research methodology and environmental education. His research interests include genealogical studies of teacher thinking and children’s ideas about environment. He has participated in and followed ENSI activities for several years.
Peter Posch is a retired Professor of Education, University of Klagenfurt. He is adviser to the network «Environment and School Initiatives» (ENSI) and to the program «Innovations in Mathematics and Science Education» (IMST). His research interests are environmental education, teacher education, quality evaluation in education and school development.
Ian Robottom is Associate Professor in the Faculty of Education at Deakin University in Australia. For three years he was an Australian representative in the OECD’s Environment and School Initiatives Project. He has research and teaching interests in environmental education, science education and professional development.