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This book will enable teachers and managers in the post-compulsory
sector to consider a range of approaches to embed Education for
Sustainable Development (ESD) in their practice in the
post-compulsory sector. There will be the opportunity to consider
key debates, useful links and suggested reading to encourage
further investigation and development of practice. Fundamentally,
this book aims to empower teachers to critically analyse ESD
through their own subject specialisms, engage in the debate and
learn with their students. Democratic and participative approaches
introduced will help readers to question traditional transmissive
styles of teaching and learning and move on to the radical and
transformative approaches required to embrace ESD. Therefore this
book, whilst including illustrative examples, will encourage the
reader to look at their own subject specialisms, practice,
interests and those of their students to co-construct a curriculum
that embeds ESD.
This book explores contemporary developments in outdoor learning,
where the outdoors is seen as the context rather than the subject
of learning. Ranging from pathfinder pieces written by
practitioners to rigorous research-based pieces of work, the book
explores the growing interest in animals as the basis for wider
learning strategies as well as drawing together a wide range of
outdoor learning approaches for all ages. Within these two discrete
sections the contributors, who are drawn from a wide range of
practitioners, academics and researchers, describe and analyse
innovative approaches that address the need to explore alternatives
to current test-based approaches to education in the western world.
The whole offers a contemporary, informative, alternative approach
to outdoor learning for teachers, practitioners and students.
Creative teaching has the potential to inspire deep learning, using
inventive activities and stimulating contexts that can capture the
imagination of children. This book enables you to adopt a creative
approach to the methods and content of your primary science
teaching practice and confidently develop as a science educator.
Key aspects of science teaching are discussed, including: planning
for teaching and learning assessing primary science
cross-curricular approaches the intelligent application of
technology sustainability education outdoor learning Coverage is
supported by illustrative examples, encouraging you to look at your
own teaching practice, your local community and environment, your
own interests and those of your children to deepen your
understanding of what constitutes good science teaching in primary
schools. This is essential reading for students on primary initial
teacher education courses, on both university-based (BEd, BA with
QTS, PGCE) and schools-based (School Direct, SCITT) routes into
teaching. Dr Roger Cutting is an Associate Professor in Education
at the Institute of Education at Plymouth University. Orla Kelly is
a Lecturer in Social, Environmental and Scientific Education in the
Church of Ireland College of Education.
This book will enable teachers and managers in the post-compulsory
sector to consider a range of approaches to embed Education for
Sustainable Development (ESD) in their practice in the
post-compulsory sector. There will be the opportunity to consider
key debates, useful links and suggested reading to encourage
further investigation and development of practice. Fundamentally,
this book aims to empower teachers to critically analyse ESD
through their own subject specialisms, engage in the debate and
learn with their students. Democratic and participative approaches
introduced will help readers to question traditional transmissive
styles of teaching and learning and move on to the radical and
transformative approaches required to embrace ESD. Therefore this
book, whilst including illustrative examples, will encourage the
reader to look at their own subject specialisms, practice,
interests and those of their students to co-construct a curriculum
that embeds ESD.
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