EE resource books for teacher educators
This set of three books aims at helping teacher educators (at diploma, bachelors and masters level) to effectively oranize Environmental Education programmes as part of their training.
All the three resource book have content on Environment and Development, Environmental Education, Evaluation and Education for Sustainable Development.
Environmental Education: A Resource Book for Teacher Educators, Level 1 (D.Ed)
ISBN No: 978-81-89587-26-0; Cost: Rs 280/-
The resource book is meant for use by Teacher Educators or trainees who would teach at the Elementary Level or Primary Teachers. The resource book has material on content and
transaction and is based on the syllabus of Environmental Education for the Elementary Level and NCTE’s EE curriculum guidelines for D.Ed programmes. It has seven units.Each unit has
sections on
- Teaching Methods – provide an overview of the teaching resources, and pointers on how the Teacher Educator might introduce these resources to the trainees
- Teaching Resources (labeled A, B, C …) – activity plans for use in the school situation, and which may be tried out with the trainee teachers to provide practical insights into EE and
content.
The Teacher Educator is expected to draw attention of trainee teachers to the range of teaching methods, help with actual use of these and adapt them according to the local situation. These
aspects are discussed at the beginning of the Teaching Resources section in each Unit.
Environmental Education: A Resource Book for Teacher Educators, Level 2 (B.Ed)
ISBN No: 978-81-89587-27-7; Cost: Rs 280/-
The objectives of the resource book are to
- Provide teacher educators/trainers with a background of EE– Concepts, historical perspective, objectives, guiding principles, etc.
- Help infuse contents and methodologies
- Oranize EE related activities, projects, workshops etc.
- Use activity oriented and interactive modes of training methodologies
Considerations underlying the Resource book:
- Activity and interactive modes of teaching-learning
- Self-contained
- Local examples,environmental Issues and case studies
- Flexible for use in pre-service/in-service training.
- Refl ect the content outline in EE developed by NCTE
- The likelihood of EE introduced as a foundation paper at B.Ed as against an elective/additional subject
- Heterogeneity of teacher trainees and teacher trainers with respect to their subject specialization
- Knowledge of content and methodologies of EE required by teachers for infusing/ teaching environmental topics in schools
- Educational aspect of EE than just ecological concepts
- Availability of teaching resources in EE in B.Ed colleges
Environmental Education:A Resource Book for Teacher Educators, Level 3 (M.Ed)
ISBN No: 978-81-89587-28-4; Cost: Rs. 280/-
This resource book intends to:
- Enhance understanding on EE and ESD
- Sensitize teacher educators about environmental issues and concerns
- Provide an understanding of the concept of SD and its dimensions
- Introduce skills to communicate the concepts of ESD
- Give an overview of the action projects on SD
The resource book will help teacher educators to incorporate environmental consciousness leading to sustainable development in their teacher education programmes and improving in the effectiveness of transacting concepts, values, ethics, competencies with regard to environmental consciousness and SD.
For more information contact:
Shivani Jain, Centre for Environment Education
Nehru Foundation for development, Thaltej Tekra,
Ahmedabad 380054, Ph: 079 26858002
E-mail: shivani.jain@ceeindia.org
Changing Thinking about Learning for a Changing World
Joe E. Heimlich, Ohio State University, USA
Martin Storksdieck, Institute for Learning Innovation, USA
The purpose of this paper is primarily to describe the main characteristics of what the author’s refer to as free-choice learning for the environment, and to draw some conclusions on how this understanding can infl uence informal environmental education. The author’s argue that a common perspective on education, namely that ‘learning’ results only or mostly from education, and that education occurs in schools and school-like environments, is too narrow a perspective in a world in which lifelong or lifespan learning outside formal schooling is becoming increasingly more important, and increasingly more recognized.
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