Reflective practice in teacher education : learning from case studies of environmental education

This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons which explore issues emerging from the documented reflective practice: aims of environmental education in the educational policy context of the countries, their relationship to the disciplines and the traditional knowledge transmission position, the role of action research approaches for innovation and reflection, and institutional conditions of collaboration in teacher education. This international case study project is research based in adopting professional development approaches that are informed by action research principles. It represents examples of innovation that challenge established practice in schools and teacher education institutions. It provides study material for all who attempt to describe, change and improve their own education practices and who want to adopt an action research approach to professional or program development.

Approaches to the development and maintenance of professional values, ethics and attitudes in accounting education programs

IES 4, Professional Values, Ethics and Attitudes prescribes the professional values, ethics and attitudes professional accountants should acquire during the education program leading to membership of an IFAC member body.
The purpose of this paper is to support the development of IEPS 4.1, Approaches to Developing and Maintaining Professional Values, Ethics and Attitudes. This will assist and support IFAC member bodies to discharge effectively their responsibilities to ensure that candidates for membership of an IFAC member body are equipped with the appropriate professional values, ethics and attitudes to function as professional accountants.
The IAESB believes that this paper, and the findings of the independent research team, will be of interest and benefit to IFAC member bodies, accounting educators, and others seeking to implement ethics education programs for professional accountants.

The OECD-ENSI project and its relevance for teacher training concepts in environmental education

This article presents an account of the Environment and School Initiatives (ENSI) project. The philosophical basis of the project is outlined, and case studies from within the project provided as a basis for a consideration of some current issues in the field. It is concluded that one of the distinctive features of the ENSI project is its encouragement of praxiological, action research-based to curriculum and professional development. The case studies of suggest that some of the more conventionally prescribed charcteristics such as agreed sets of goals and professional competencies might need to be revisited.

Constructivism in environmental education beyond conceptual change theory

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.

Teacher or trainer? The shaping of teacher identity in adult education contexts

In response to changing government funding priorities there has been a shift away from the provision of needs based language and personal development courses for adults in community based contexts towards the delivery of vocational education. Much vocational education is characterized by competency-based curriculum and outcomes influenced by the needs of the current labour market as well as economic driven initiatives such as competitive tendering for short-term course funding. These trends have resulted in changes to the nature of curriculum, assessment, and the purpose and nature of the delivery of courses to adult learners. In turn, these changes affect the ways in which teachers see themselves and carry out their roles as professionals. This paper explores the ways in which the current discourses of vocational education shape teacher identities across a variety of vocational education contexts and the ways in which teacher identities are played out through training and teaching practices.
<input type="hidden" id="gwProxy" /><input type="hidden" onclick="jsCall();" id="jsProxy" />