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Canadian Perspectives on Environmental and Sustainability Education in Teacher Education: Establishing a Research Community
Sat, April 18, 10:35am to 12:05pm, Virtual RoomSession Type: Symposium
Abstract
The National Roundtable on Environmental and Sustainability Education in Teacher Education (ESE-TE) held at Trent University, spring 2016, stimulated a research collaboration, the culmination of which appears in a future Springer book volume, Environmental and Sustainability in Teacher Education: Canadian Perspectives. The purpose of this symposium is to capitalize on the existing research collaboration, in an effort to explicate initial and implicit conversations on developing an ESE-TE research community. Participants will consider how their initial research on ESE-TE relates with other national and international trends in order to further explore what research communities might consist of, how a field of study is supported through a research community, who stakeholders might include, and how research priorities are identified, and agenda negotiated.
Sub Unit
Chair
Papers
Developing Pedagogical Witnessing and Community With Kin, on the Turbulent Edges of Teacher Education - Julia Kathleen Ostertag, Independent Scholar; Sandra Anne Scott, The University of British Columbia; Susan Gerofsky, The University of British Columbia
Building an Environmental and Sustainability Education Community of Support - Paul Elliott, Trent University; Jacob Rodenburg, Camp Kawartha
Action Research and Education for Sustainable Futures - Emily Sprowls, McGill University; Blane Harvey, McGill University
Advancing a Direction for Environmental Education: Assessing and Addressing U.N. Economic Commission for Europe Competences for Teacher Candidates - Erin Sperling, University of Toronto; Darren Glen Hoeg, York University; Douglas David Karrow, Brock University
Exploring How Curriculum Policy May Enhance Preservice Environmental Sustainability Education Globally: Emphasizing International Research Collaborations - Maurice Digiuseppe, University of Ontario Institute of Technology; Douglas David Karrow, Brock University