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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.
• Reflect 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 influence 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.
http://www.eeasa.org.za/publications/063_heimlich_et_al.pdf
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