PROFESSIONAL READINESS OF TEACHER TO ENVIRONMENTAL EDUCATION IN SCHOOLS OF CANADA
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 19, Issue 2
Abstract
The article is devoted to the study of environmental education in pre-service teacher training programs in Canada and the problem of preparing future teachers for the implementation of environmental education in schools. The author stresses that the achievement of the goal of environmental education at school is possible under condition of the appropriate envi- ronmental education of future teachers. In the light of the historical analysis of the process of formation and development of ecological and pedagogical education, special attention is paid to the process of reorientation of pedagogical education towards sustainable development, which means updating of ecological education within the system of teacher training. The article also describes what knowledge and abilities are important for teaching environmental education, and what preparation educators can receive to better integrate environmental education into their teaching practices. Special attention is paid by the author to desirable competencies a successful teacher, providing environmental education at school should possess. Among these competencies there are the ability to apply a knowledge of educational philosophy to the selection of curricular programs and strategies to achieve both general education and environmental education goals, apply a knowledge of ecological principles to the analysis of environmental issues and identify key ecological principles involved, to identify, select and interpret appropriate sources of scientific information in a continuing effort to investi- gate, evaluate and find solutions for environmental problems, teach for the transfer of learning to insure that learning knowledge, attitudes, and cognitive skills will be transferred to lifestyle decision-making by the students. It has also been noted that teacher education programs need to contain two main elements − the theory and practice of environmental education, as well as personal experiences in environmental education, in order to form educators who will be both willing and able to make a contribution to environmental education. Some existing programs across the country already provide prospective teachers with opportunities to develop moral awareness as well as the values, skills, and commitment that support sustainability. The material presented in the article can be used in the process of developing the national ecological education.
Authors and Affiliations
Olena POP
Keywords
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