1. Ideology, epistemology and pedagogy: barriers and potential drivers to environmental education for initial teacher education students with focus on the Primary Science National Curriculum for England and Wales Michael Littledyke University of New England, New South Wales, Australia mlittled@une.edu.au barriers and potential drivers to environmental education for initial teacher education students with focus on the Primary Science National Curriculum for England and Wales Michael Littledyke University of New England, New South Wales, Australia mlittled@une.edu.au

2. UK context Increasing international need for environmental education (in context of EfS) Teachers value EE EE as cross-curricular theme EE marginalised in UK due to focus on core subjects Increasing international need for environmental education (in context of EfS) Teachers value EE EE as cross-curricular theme EE marginalised in UK due to focus on core subjects

3. The curriculum … all those activities designed or encouraged within the school ’ s organisational framework to promote the intellectual, personal, social and physical development of its pupils. (Morrison and Ridley, 1988, p.2)

4. views on the nature and purpose of education curriculum ideology epistemology pedagogy views on the nature of science views on appropriate teaching methods

5. Ideology ‘ that system of beliefs which gives general direction to the educational policies of those who hold beliefs ’ (Scrimshaw, 1982, p.2) Embodied in Educational Reform Act (1988) ‘ that system of beliefs which gives general direction to the educational policies of those who hold beliefs ’ (Scrimshaw, 1982, p.2) Embodied in Educational Reform Act (1988)

6. neo-liberal conservative ideology Free market economic values Local management of schools Schools in competition Parental choice Based on assessment and inspection (OFSTED) Published school results (including ‘league tables’) Ensures accountability of teachers through surveillance However, parental choice apparent rather than real for most parents Free market economic values Local management of schools Schools in competition Parental choice Based on assessment and inspection (OFSTED) Published school results (including ‘league tables’) Ensures accountability of teachers through surveillance However, parental choice apparent rather than real for most parents

7. neo-conservative ideology Emphasises tradition, authority, national identity and security ‘ Forms of knowledge ’ (Hirst, 1974) as traditional subjects Programmes of study (planning) Attainment targets as learning outcomes (assessment - teacher assessment and standard assessment tasks) Legislated through ERA (1988) De-professionalisation of teachers Teacher training rather than teacher education Emphasises tradition, authority, national identity and security ‘ Forms of knowledge ’ (Hirst, 1974) as traditional subjects Programmes of study (planning) Attainment targets as learning outcomes (assessment - teacher assessment and standard assessment tasks) Legislated through ERA (1988) De-professionalisation of teachers Teacher training rather than teacher education

8. Knowledge- centred ideology Emphasises what should be learnt Classical humanist traditions as elitist Liberal humanist traditions as providing access to all - egalitarian National Curriculum as too knowledge centred But with continuity and progression highlighted Knowledge- centred ideology Emphasises what should be learnt Classical humanist traditions as elitist Liberal humanist traditions as providing access to all - egalitarian National Curriculum as too knowledge centred But with continuity and progression highlighted Child-centred ideology Emphasises developmental needs of children Processes and skills of learning emphasised However, can result in lack of continuity and progression Balance between knowledge and processes is needed Child-centred ideology Emphasises developmental needs of children Processes and skills of learning emphasised However, can result in lack of continuity and progression Balance between knowledge and processes is needed

9. Society-centred ideologies Revisionist ideology Education as social change Education for what society should be Teachers as agents for change Needed for EE and EfS Revisionist ideology Education as social change Education for what society should be Teachers as agents for change Needed for EE and EfS Instrumental ideology Fits people into society Provides workforce for economic development Teachers as instruments for the curriculum Instrumental ideology Fits people into society Provides workforce for economic development Teachers as instruments for the curriculum

10. Epistemology NC content emphasis as positivist epistemology Linked to ‘modern’ (Enlightenment) science Science as objective truth, value free, reductionist, environmental control Mechanomorphism - environment seen as mechanical NC content emphasis as positivist epistemology Linked to ‘modern’ (Enlightenment) science Science as objective truth, value free, reductionist, environmental control Mechanomorphism - environment seen as mechanical

11. Postmodern science Knowledge as constructed, tentative, falsifiable, value laden, based on complexity and probability rather than precise determinism Social and environmental implications Supports EE and EfS Knowledge as constructed, tentative, falsifiable, value laden, based on complexity and probability rather than precise determinism Social and environmental implications Supports EE and EfS

12. Pedagogy Constructivist pedagogy supported by science epistemology and ideology for change Teachers driven by positivist NC and assessment publication EE marginalised Constructivist pedagogy supported by science epistemology and ideology for change Teachers driven by positivist NC and assessment publication EE marginalised

13. Constructivist sequence

14. Drivers for environmental education Cognitive (about) –link scientific knowledge to natural and human cycles –make human actions actions and consequences explicit Affective (in and for) –relationship with environment aesthetics, motivation, purpose, awe and wonder, ethics –flexibility, creativity, empowerment, meaningful learning linked to real life issues Cognitive (about) –link scientific knowledge to natural and human cycles –make human actions actions and consequences explicit Affective (in and for) –relationship with environment aesthetics, motivation, purpose, awe and wonder, ethics –flexibility, creativity, empowerment, meaningful learning linked to real life issues

15. ITE for EE: principles Professional development as reflective teachers Metacognition Meaningful, active learning Constructivist pedagogy Assessment integrated closely with learning Models pupils ’ learning Professional development as reflective teachers Metacognition Meaningful, active learning Constructivist pedagogy Assessment integrated closely with learning Models pupils ’ learning

16. ITE for EE: organisation Integration of knowledge in topics Constructivist pedagogy in schools Interactive lectures Practical workshops Peer support groups Directed reading On-line discussions, formative assessments, course materials Assessments of group projects, evaluation of own teaching EE contexts emphasised Integration of knowledge in topics Constructivist pedagogy in schools Interactive lectures Practical workshops Peer support groups Directed reading On-line discussions, formative assessments, course materials Assessments of group projects, evaluation of own teaching EE contexts emphasised

17. THANK YOU mlittled@une.edu.au THANK YOU mlittled@une.edu.au