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Telling Reflections: Teaching Sustainably in a Complex Learning Environment

Prescott, Deborah M. (2016). Telling Reflections: Teaching Sustainably in a Complex Learning Environment. Australian Journal of Environmental Education,32(1):80-90.

Document type: Journal Article
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Title Telling Reflections: Teaching Sustainably in a Complex Learning Environment
Author Prescott, Deborah M.
Journal Name Australian Journal of Environmental Education
Publication Date 2016
Volume Number 32
Issue Number 1
eISSN 2049-775X
Start Page 80
End Page 90
Total Pages 11
Place of Publication United Kingdom
Publisher Cambridge University Press
Language English
Field of Research 330000 Education
Abstract This article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300–800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.
Keywords Literacy
Teacher education
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Created: Wed, 29 Jun 2016, 08:17:35 CST by Deborah Prescott