LEADER 04027nam 2200709z- 450 001 9910674044703321 005 20231214133416.0 035 $a(CKB)5400000000045278 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/79640 035 $a(EXLCZ)995400000000045278 100 $a20202203d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping (Transformative) Environmental and Sustainability Education in Classroom Practice 210 $aBasel$cMDPI - Multidisciplinary Digital Publishing Institute$d2022 215 $a1 electronic resource (96 p.) 311 $a3-0365-3030-4 311 $a3-0365-3031-2 330 $aChildren today face significant challenges in response to living in a globalised world and the impact of environmental threats to the planet. As such, there is an increasing need for schools to have a global perspective and to cultivate a critical sense of environmental and social responsibility in students. Environmental and Sustainability Education (ESE) in schools is frequently promoted as a route to achieving this, as it has the potential to empower learners to develop the necessary knowledge, understanding, skills, or competences to respond to the complex socio-environmental issues. However, there remains a general lack of pedagogical consensus as to how to teach either about or for ESE within school contexts.To develop effective ESE pedagogies, some educators look to transformative learning theory to encourage learners to move beyond the simple acquisition of knowledge to a change in worldview which not only affects their deeper level of understanding but, importantly for ESE, builds their capacity to think critically and plays an active role in providing a sustainable transformation of society. This book explores the pedagogy and practice of ESE, particularly focus on transformative pedagogies. Exploring themes including the attitudes of the teachers who are implementing transformative pedagogies, the tensions and emotional loads that teachers experience when seeking to develop their professional identity in the context of ESE, and how learning through ESE-informed practice involves and is intimately connected with emotions, this book will be of significant value for researchers and practitioners globally looking to develop transformative ESE practice. 517 $aDeveloping 606 $aResearch & information: general$2bicssc 610 $aeducation 610 $adidactics 610 $ateaching 610 $alearning 610 $apragmatism 610 $asustainability commitment 610 $asustainability 610 $asustainable development 610 $acultural diversity 610 $ateacher quality 610 $atransculturalism 610 $aeducational transformation 610 $aEnvironmental and Sustainability Education 610 $ageography teacher 610 $ateacher identity 610 $aEnvironmental and Sustainability Education (ESE) 610 $asecondary schools 610 $aInitial Teacher Education (ITE) 610 $aselective traditions 610 $ateaching traditions 610 $ateaching habits 610 $aenvironmental and sustainability education 610 $afunctions of teaching 610 $afunctions of education 610 $aESD teaching approaches 610 $atransformative sustainability learning 610 $acollaborative reflection 610 $asport and the environment 610 $asport ecology 615 7$aResearch & information: general 700 $aWalshe$b Nicola$4edt$01339016 702 $aSund$b Louise$4edt 702 $aWalshe$b Nicola$4oth 702 $aSund$b Louise$4oth 906 $aBOOK 912 $a9910674044703321 996 $aDeveloping (Transformative) Environmental and Sustainability Education in Classroom Practice$93059520 997 $aUNINA