東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Storying Journeys in Environmental &...

Kennedy, Alysse.

Linked to FindBook

Google Book

Amazon

博客來

Storying Journeys in Environmental & Sustainability Education: Navigating Teacher Candidates' ESE Experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Storying Journeys in Environmental & Sustainability Education: Navigating Teacher Candidates' ESE Experiences./
Author:	Kennedy, Alysse.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	342 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Environmental education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248372
ISBN:	9798379766139

Storying Journeys in Environmental & Sustainability Education: Navigating Teacher Candidates' ESE Experiences.
Kennedy, Alysse.

Storying Journeys in Environmental & Sustainability Education: Navigating Teacher Candidates' ESE Experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 342 p.

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

This item must not be sold to any third party vendors.

This thesis seeks to understand the experiences of twenty K-12 teacher candidates (TCs) within environmental and sustainability education (ESE) at a large Ontario faculty of education. Using Sauve's (2005) cartography of environmental education currents and Cooper and White's (2012) five contexts as frameworks, I ask to what extent and in what ways are TCs engaging within ESE during their teacher education programs. Through a qualitative interview study inspired by the art of storytelling, twenty personal, highly-detailed and honest accounts developed of what it is like to be a TC engaging in ESE during an uncertain time (COVID-19) and looking towards an uncertain future for our climate. In their own words, TCs reveal the conceptualizations of ESE they carry, the range of emotions they navigate, the opportunities and supports they receive, the barriers and challenges they face, and the motivations that draw them into this complex field of study (despite their faculty of education not requiring them to do so). In listening to their stories, we hear powerful testimony from a group of TCs urging Canadian faculties of education and K-12 schools to respond to their call for relevant, engaging and meaningful ESE and climate action that is rooted in intersectionality, social justice, and appropriately inclusive of Indigenous pedagogies and perspectives. This study is significant in a number of ways: it informs our understandings of the role of ESE theory, the spectrum of emotions (from eco-anxiety to resilience), the critical importance of community, and the individual and systemic barriers at play in TCs' personal and professional lives. I conclude the thesis with suggestions and considerations - theoretical and practical - for ESE in Canadian teacher education programs.

ISBN: 9798379766139Subjects--Topical Terms:

528212
Environmental education.
Subjects--Index Terms:

Eco-anxiety

Storying Journeys in Environmental & Sustainability Education: Navigating Teacher Candidates' ESE Experiences.
LDR:03063nmm a2200397 4500 001 2393767
005 20240604073548.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379766139
035 $a (MiAaPQ)AAI30248372
035 $a AAI30248372
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kennedy, Alysse. $0 (orcid)0000-0002-2219-1157 $3 3763240
245 1 0 $a Storying Journeys in Environmental & Sustainability Education: Navigating Teacher Candidates' ESE Experiences.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 342 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Pedretti, Erminia.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis seeks to understand the experiences of twenty K-12 teacher candidates (TCs) within environmental and sustainability education (ESE) at a large Ontario faculty of education. Using Sauve's (2005) cartography of environmental education currents and Cooper and White's (2012) five contexts as frameworks, I ask to what extent and in what ways are TCs engaging within ESE during their teacher education programs. Through a qualitative interview study inspired by the art of storytelling, twenty personal, highly-detailed and honest accounts developed of what it is like to be a TC engaging in ESE during an uncertain time (COVID-19) and looking towards an uncertain future for our climate. In their own words, TCs reveal the conceptualizations of ESE they carry, the range of emotions they navigate, the opportunities and supports they receive, the barriers and challenges they face, and the motivations that draw them into this complex field of study (despite their faculty of education not requiring them to do so). In listening to their stories, we hear powerful testimony from a group of TCs urging Canadian faculties of education and K-12 schools to respond to their call for relevant, engaging and meaningful ESE and climate action that is rooted in intersectionality, social justice, and appropriately inclusive of Indigenous pedagogies and perspectives. This study is significant in a number of ways: it informs our understandings of the role of ESE theory, the spectrum of emotions (from eco-anxiety to resilience), the critical importance of community, and the individual and systemic barriers at play in TCs' personal and professional lives. I conclude the thesis with suggestions and considerations - theoretical and practical - for ESE in Canadian teacher education programs.
590 $a School code: 0779.
650 4 $a Environmental education. $3 528212
650 4 $a Teacher education. $3 3172312
650 4 $a Sustainability. $3 1029978
653 $a Eco-anxiety
653 $a Teacher candidates
653 $a COVID-19
653 $a Sustainability education
653 $a Indigenous pedagogies
690 $a 0442
690 $a 0530
690 $a 0640
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 85-01A.
790 $a 0779
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248372