語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Heart Knowledge : = Towards (w)Holis...
~
University of Victoria (Canada).
Heart Knowledge : = Towards (w)Holistic Ecoliteracy in Teacher Education.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Heart Knowledge :/
其他題名:
Towards (w)Holistic Ecoliteracy in Teacher Education.
作者:
Filler, Christopher Stephen.
面頁冊數:
1 online resource (260 pages)
附註:
Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:
Dissertation Abstracts International75-07A(E).
標題:
Teacher education. -
電子資源:
click for full text (PQDT)
ISBN:
9780499283641
Heart Knowledge : = Towards (w)Holistic Ecoliteracy in Teacher Education.
Filler, Christopher Stephen.
Heart Knowledge :
Towards (w)Holistic Ecoliteracy in Teacher Education. - 1 online resource (260 pages)
Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Thesis (Ph.D.)
Includes bibliographical references
Despite repeated calls internationally, nationally and provincially to place the development of ecoliteracy as a curricular priority, there continues to be a lack of attention provided towards this goal, in particular opportunities for direct contact with the natural world in terms of fostering ecoliteracy in student teachers (Tuncer, 2009; Davis, 2009, Gough, 2009, Beckford, 2008; Blanchet-Cohen & Elliot, 2011). Teachers play key roles in advancing environmental education efforts and the environmental literacy of future generations. Insufficient teacher preparation has been identified as one factor in the weakness of environmental education efforts and environmental education curriculum (Beckford, 2008; Lin, 2002; Knapp, 2000). Furthermore, adequate environmental education preparation of students in teacher-training programs is essential for helping future teachers design and implement effective environmental education curriculum (Cutter-Mackenzie and Smith, 2003; Mc Keown-Ice, 2000; Spork, 1992). Future generations of students need to begin to perceive themselves, once again, in terms of being connected to a larger story which includes the more-than-human world. I argue that education needs to play an important role in that re-connection, and that teacher education, as a fertile place of in-betweenness, can represent an important step toward that goal. Using a combination narrative and phenomenological inquiry, I explore the storied insights of ten student teachers as they struggle to navigate the tensions, disruptions and opportunities that form the waters between their nature-self and their teacher-self. Along with a questioning of current conventional approaches to teaching ecoliteracy in schools, the Aboriginal concept of "heart knowledge" (Aluli-Meyer, 2008) is provided as a way of knowing which is congruent with the aims of an holistic ecoliteracy within teacher education.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780499283641Subjects--Topical Terms:
1148451
Teacher education.
Index Terms--Genre/Form:
554714
Electronic books.
Heart Knowledge : = Towards (w)Holistic Ecoliteracy in Teacher Education.
LDR
:03210ntm a2200361Ki 4500
001
911636
005
20180529094437.5
006
m o u
007
cr mn||||a|a||
008
190606s2013 xx obm 000 0 eng d
020
$a
9780499283641
035
$a
(MiAaPQ)AAINS28364
035
$a
(MiAaPQ)4503
035
$a
AAINS28364
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
099
$a
TUL
$f
hyy
$c
available through World Wide Web
100
1
$a
Filler, Christopher Stephen.
$3
1183590
245
1 0
$a
Heart Knowledge :
$b
Towards (w)Holistic Ecoliteracy in Teacher Education.
264
0
$c
2013
300
$a
1 online resource (260 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500
$a
Adviser: Kathy Sanford.
502
$a
Thesis (Ph.D.)
$c
University of Victoria (Canada)
$d
2013.
504
$a
Includes bibliographical references
520
$a
Despite repeated calls internationally, nationally and provincially to place the development of ecoliteracy as a curricular priority, there continues to be a lack of attention provided towards this goal, in particular opportunities for direct contact with the natural world in terms of fostering ecoliteracy in student teachers (Tuncer, 2009; Davis, 2009, Gough, 2009, Beckford, 2008; Blanchet-Cohen & Elliot, 2011). Teachers play key roles in advancing environmental education efforts and the environmental literacy of future generations. Insufficient teacher preparation has been identified as one factor in the weakness of environmental education efforts and environmental education curriculum (Beckford, 2008; Lin, 2002; Knapp, 2000). Furthermore, adequate environmental education preparation of students in teacher-training programs is essential for helping future teachers design and implement effective environmental education curriculum (Cutter-Mackenzie and Smith, 2003; Mc Keown-Ice, 2000; Spork, 1992). Future generations of students need to begin to perceive themselves, once again, in terms of being connected to a larger story which includes the more-than-human world. I argue that education needs to play an important role in that re-connection, and that teacher education, as a fertile place of in-betweenness, can represent an important step toward that goal. Using a combination narrative and phenomenological inquiry, I explore the storied insights of ten student teachers as they struggle to navigate the tensions, disruptions and opportunities that form the waters between their nature-self and their teacher-self. Along with a questioning of current conventional approaches to teaching ecoliteracy in schools, the Aboriginal concept of "heart knowledge" (Aluli-Meyer, 2008) is provided as a way of knowing which is congruent with the aims of an holistic ecoliteracy within teacher education.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Teacher education.
$3
1148451
650
4
$a
Curriculum development.
$3
1148494
650
4
$a
Environmental education.
$3
580651
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0530
690
$a
0727
690
$a
0442
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
University of Victoria (Canada).
$b
bsheaff@uvic.ca.
$3
1183591
773
0
$t
Dissertation Abstracts International
$g
75-07A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NS28364
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入