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NEW! CJEE Special Issue on Environmental & Sustainability Education in Teacher Education

The CJEE realizes the impact teacher educators have on future generations
of teachers and their students, and as such the editors felt it was time to dedicate a volume to the topic.

– Editorial by Karrow, Inwood & Sims, p. 6

It’s finally here! The latest issue of the Canadian Journal of Environmental Education (CJEE) recently published online is a special edition taking a closer look at Environmental and Sustainability Education (ESE) in Teacher Education (TE) in Canada. This brand new issue is guest edited by Doug Karrow (Brock University), Hilary Inwood (OISE/University of Toronto) and Laura Sims (Universitรฉ de St. Boniface) and takes a look at what’s happening in Canadian Teacher Education from coast to coast. The seven articles comprising this edition represent a variety of topics, contexts, problems, methodological approaches and more.

This publication marks the very first time in the CJEE’s 23 year history that a volume has been devoted to exclusively to Teacher Education. Inspired by the last Research Symposium held by the ESE-TE National Network, this special issue is a testament to the ESE-TE Network’s strong belief in the importance of having a “vibrant and thriving ESE-TE research community” to drive the field forward.

This CJEE Special Edition in Environmental and Sustainability Education in Teacher Education is now available to read for free online at https://cjee.lakeheadu.ca/issue/view/89

Let us know your thoughts on this issue or what else you’d like to learn about in ESE in TE by commenting below or on Instagram (link below)!

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ON THE BLOG Announcing the latest #specialedition of the ๐˜Š๐˜ข๐˜ฏ๐˜ข๐˜ฅ๐˜ช๐˜ข๐˜ฏ ๐˜‘๐˜ฐ๐˜ถ๐˜ณ๐˜ฏ๐˜ข๐˜ญ ๐˜ฐ๐˜ง ๐˜Œ๐˜ฏ๐˜ท๐˜ช๐˜ณ๐˜ฐ๐˜ฏ๐˜ฎ๐˜ฆ๐˜ฏ๐˜ต๐˜ข๐˜ญ ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ (๐˜Š๐˜‘๐˜Œ๐˜Œ) ๐Ÿ‡จ๐Ÿ‡ฆ ๐Ÿ““ – a whole issue devoted to Environmental Ed in Teacher Ed! ๐ŸŽ This special issue has been in the works for a while and is now available to read for free on the CJEE website. ๐…๐ข๐ง๐ ๐จ๐ฎ๐ญ ๐ฆ๐จ๐ซ๐ž ๐š๐ง๐ ๐ ๐ž๐ญ ๐ญ๐ก๐ž ๐ฅ๐ข๐ง๐ค ๐ข๐ง ๐ญ๐ก๐ž ๐ฅ๐š๐ญ๐ž๐ฌ๐ญ ๐ฉ๐จ๐ฌ๐ญ ๐จ๐ง ๐ญ๐ก๐ž ๐›๐ฅ๐จ๐ . Comment below and tell us what you enjoyed about this special issue and what else youโ€™d like to see included!โฃ โฃ #environment #environmentaleducation #climateaction #climateemergency #canada #research #ese #lsf #lakeheadu #eseTE #teachereducation #teaching #learning #curriculum #teacherresearch #nationalsurvey #thereisnoplanetB #planetoverplastic #greenliving #education #ecojustice #ecofriendly #environmentalism #facultyofed #educationsystem #canadianteachersโฃ

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Engaging affect: Using kahoot and experience with nature to teach EE

Dr. Darren Hoeg was charged with leading a one-off session on Environmental Education, embedded in the intensive teacher-preparation course for Secondary Science teacher candidates at the University of Alberta. He had 90 minutes to get a feel for the group of up to 100 students and turn their minds on to both the issues of the environment and how to tackle them through Science teaching. He turned to a real-time class survey to get the class thinking and participating. Using the Kahootย application platform, Darren asked the students nine different questions with four possible answers. They were able to interact using their smartphones or other digital devices. After each question, he used the anonymous results to lead a brief discussion. The questions touched on concerns of individual choice, dependence on technology and the Oil Sands, among others.

As the complexity of questions increased, from a social and philosophical standpoint, and with only 20 seconds allowed to respond to each question, there were fewer responses as the survey progressed. For example, the first question, about food choices, asked: When I make grocery purchasing decisions, I consider the following in my selection: Local (23%), Organic (13%), Price (59%) or Non-GMO (5%). Results are shown in parentheses. For this question 56 of the 58 participants responded. In contrast with a later question, only 44 of the 58 students responded:ย 

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