Ideology epistemology and pedagogy barriers and potential drivers

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 Wales Michael Littledyke University of New England, New South Wales, Australia mlittled@une. edu. au

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

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)

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

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)

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

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

• Knowledge • Child-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 • 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

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

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

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 Ef. S

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

Constructivist sequence

Drivers for environmental education • Cognitive (about) – link scientific knowledge to natural and human cycles – make human 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

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

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

• THANK YOU mlittled@une. edu. au