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Posts tagged with: teaching and learning

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 (Université 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)!


Key Findings from LSF & Lakehead University’s Climate Change Education in Canada Research Study

Special Guest Author post by Dr. Ellen Field
Photos courtesy of LSF/LU

A recent national climate change education study led by Dr. Ellen Field from Lakehead University and Learning for a Sustainable Future establishes benchmarks of Canadians’ understanding of climate change, their perspectives on climate change impacts and risks, and views on the role of schools and climate change education.

The study surveyed 3,196 Canadians including 1,231 teachers, 571 parents, 486 students in grades 7 – 12, and 908 respondents from the general public. The study also provides the first comprehensive snapshot of climate change education practices across Canada. 

The report, Canada, Climate Change, and Education: Opportunities for Public and Formal Education provides the national methodology and data and is publicly available. Alongside the national report, regional reports have been written for the Atlantic region, Ontario, and Manitoba, with others to follow. For each region, a knowledge mobilization session is coordinated in which policy makers and educational practitioners review data for the region and collaborate on sector specific climate change education action plans (these plans are publicly available: http://lsf-lst.ca/en/cc-survey).

Here are some key findings from the national data focused on Canadians’ perspectives and knowledge

  • 79% of Canadians are concerned about the impacts of climate change and 78% believe there are risks to people in Canada
  • 85% of Canadians are certain that climate change is happening
  • 43% of Canadians failed a basic climate science test
  • There is a gap between perceptions and awareness: 51% of Canadians feel they are well-informed about climate change, only 14% correctly answered 8-10 basic climate science questions
  • Only 30% of Canadians think that new technologies will solve the problem without individuals having to make big changes.
  • 57% of Canadians believe their actions have an impact on climate change and 79% indicated that, while personal actions are important, systemic change is needed to address climate change.

Here are some key findings focused on climate change education and schools:

  • 65% of Canadians and 79% of teachers think the education system should be doing more to educate young people about climate change.
  • Only ⅓ of closed-sample teachers reported teaching any climate change. Of teachers who do integrate climate change content, most teach 1-10 hours of instruction per year or semester.
  • Only 32% of closed-sample teachers feel they have the knowledge and skills to teach about climate change. Educators say they need professional development, classroom resources, current information on climate science, and curriculum policy.
  • While climate change is predominantly taught in science and social studies classes, when it is taught, 75% of closed-sample teachers and 81% of open-sample teachers believe it is the role of all teachers.

Youth as an imperative climate audience
Within the report, we chose to apply a ladder of engagement (EcoAnalytics, 2016) to the different respondent groups (teachers, students, parents, members of the general public), to help policy makers, administrators, educators, and non-profit groups have a better understanding of how Canadians perceive and engage with climate change at a broad level. The groups are analyzed according to four audiences: 

Empowered: agree climate change is happening and do think it’s caused by humans AND indicated that there are things we can do to change it.

Aware – agree climate change is happening and do think it’s caused by humans AND indicated that there is nothing that we can do to change it.

Sceptics – agree climate change is happening and do not think it’s caused by humans OR, neither agree nor disagree that climate change is happening 

Dismissivesdisagree that climate change is happening

National – Ladder of Engagement 

n=3196 (Educator OS = 1120, Educator CS = 111, Parent CS = 571, Student CS= 486, General public = 908)

Looking at the data, 46% of students in grades 7 – 12 are categorized as Aware. These students  understand that climate change is happening and that it is caused by humans but do not believe that human efforts in mitigation or adaptation will be effective. This is concerning when considering how this mindset may affect youth in terms of how they frame their future quality of life, opportunities, or possibilities. This survey provides the first benchmark of grade 7 – 12 students’ perspectives on climate change in Canada. Previously, EcoAnalytics (2016) identified youth age 18 – 34 as the largest Aware group and therefore an important group to target with education programs to shift into the Empowered segment of the ladder of engagement. 

In this critical moment, we need to not only follow through on our policy commitments but work to enact systemic change to address the crisis at hand.

For more information, click the buttons below:

A project of:

Thank you to Dr. Field, LSF and LU for sharing these exciting developments on Ecosphere.

Tell us your thoughts: should our education system be doing more to teach young people about climate change? What’s happening in your school, board, university or community to embed climate action? Share in the comments here or on Instagram by clicking on the post included below.

[In case you missed it, check our last post about Climate Action at OISE to read about what one of the largest faculties of education in Canada is doing in their community]


Call for articles and books on Canadian ESE in teacher ed!

CALL FOR ARTICLES & BOOKS! The ESE in TE Canadian national network is seeking new recommendations for recent publications by Canadian scholars about Environmental and Sustainability Education in faculties of education. 

If you have an article (journal or trade magazine), book chapter or book that has recently been published (2019 onwards) or will soon be published and you would like us to showcase your work as part of the growing body of literature in this area, please email a link to access your work (or a shareable pdf copy), along with an APA reference, to contact@eseinfacultiesofed.ca 

 We look forward to your reading about the important work you’ve been doing in Canadian ESE within teacher education!


NEW Book – Environmental and sustainability education: Canadian perspectives (Springer, 2020) edited by Karrow & DiGiuseppe

We are thrilled to share a NEW book edited by Douglas Karrow and Maurice DiGiuseppe that leads readers on a richly detailed and highly engaging exploration of Environmental and Sustainability Education (ESE) in teacher education all over Canada. Environmental and sustainability education: Canadian perspectives (Springer, 2020) offers a wide variety of perspectives on what is happening in ESE in pre-service classrooms across the country. As the third volume in Springer’s International Explorations in Outdoor and Environmental Education this book showcases and honours the essential contributions Canadian teachers, researchers and teacher educators have made to the conversation about engaging future teachers within ESE. 

As a current doctoral student studying teacher candidates’ experiences in ESE, this in depth text has been an asset to my own research. It serves as a guide to the most recent literature in Canadian ESE by introducing scholars doing critical work in the field. It also inspires my own dissertation by showcasing the myriad of ways we can approach contextualizing ESE and studying its impacts on pre-service teachers.  This is a must-read for anyone looking for an excellent overview to the current landscape of ESE in Canadian teacher education. 

Review by Alysse Kennedy, OISE PhD Candidate in environmental education and preservice teaching

Get your copy online from one of the retailers below:

Indigo

Springer

Amazon

Reference: Karrow, D., & DiGiuseppe, M. (Eds.). (2020). Environmental and sustainability education: Canadian perspectives. Cham, Switzerland: Springer Nature AG.  (327pages). ISBN: 978-3-030-25015-7.


Research Symposium of EECOM’s Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee

EECOM’s Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee will be hosting a bi-annual Research Symposium on April 28th, 2021 at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), in Toronto, Ontario.

The logo for the 2021 EECOM conference taking place in Toronto which includes the ESE-TE Research Symposium. The logo features the Toronto skyline with buildings, trees and water, with the Two Row Wampum belt symbolizing The Dish with One Spoon Treaty. The theme for this conference is Exploring the Nature of Cities: Urban Environmental Education in Action.
EECOM 2021 conference logo

The focus of the upcoming research symposium is on research activities in the field of ESE in preservice and inservice teacher education. The research symposium is meant to be an opportunity to share research in a supportive community of like-minded individuals who are committed to furthering the field of ESE-TE. The symposium is academic in style, featuring 15-20 minute presentations. To date, presenters have been notified of acceptance. All people interested in this area of research are welcome to attend!

For more information, visit the EECOM 2021 conference website

Submitted by Laura Sims