Teacher Education for Sustainable Development and Global Citizenship
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Teacher Education for Sustainable Development and Global Citizenship
Critical Perspectives on Values, Curriculum and Assessment
Bamber, Philip
Taylor & Francis Ltd
06/2019
230
Dura
Inglês
9781138385511
15 a 20 dias
498
Descrição não disponível.
Series Editor Foreword
CARLOS ALBERTO TORRES
Foreword
CHARLES A. HOPKINS
Introduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship
PHILIP BAMBER
PART 1 VALUES
Chapter 1: In Search of Core Values
STEPHEN SCOFFHAM
Chapter 2: How do Teachers Engage with School Values and Ethos?
ALISON CLARK
Chapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice Mentality
JEN SIMPSON
Chapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working Interculturally
FATIMA PIRBHAI-ILLICH AND FRAN MARTIN
Chapter 5: Restorative Practice: Modelling Key Skills of Peace and Global Citizenship
ROSALIND DUKE
Chapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events
HELEN CLARKE AND SHARON WITT
PART 2: CURRICULUM
Chapter 7: Moving Teachers' Experience from the Edge to the Centre
NEDA FORGHANI-ARANI
Chapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship
KAREN PASHBY AND LOUISE SUND
Chapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood
MALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYA
Chapter 11: Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World
HELEN CLARKE AND SHARON WITT
Chapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern Italy
SARA FRANCH
PART 3 ASSESSMENT
Chapter 13: 'Zero is where the Real Fun Starts' - Evaluation for Value(s) Co-Production
KATIE CARR AND LEANDER BINDEWALD
Chapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project
ANGELA DALY AND JULIE BROWN
Chapter 16: Evaluating an International Approach within Teacher Education to the Refugee Crisis
CHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNON
Chapter 17: Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens
BARBARA LOWE AND LIZ ALLUM
Conclusion: Empathy, Adaptability, Moderation and Sharing
VICTORIA W. THORESEN
CARLOS ALBERTO TORRES
Foreword
CHARLES A. HOPKINS
Introduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship
PHILIP BAMBER
PART 1 VALUES
Chapter 1: In Search of Core Values
STEPHEN SCOFFHAM
Chapter 2: How do Teachers Engage with School Values and Ethos?
ALISON CLARK
Chapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice Mentality
JEN SIMPSON
Chapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working Interculturally
FATIMA PIRBHAI-ILLICH AND FRAN MARTIN
Chapter 5: Restorative Practice: Modelling Key Skills of Peace and Global Citizenship
ROSALIND DUKE
Chapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events
HELEN CLARKE AND SHARON WITT
PART 2: CURRICULUM
Chapter 7: Moving Teachers' Experience from the Edge to the Centre
NEDA FORGHANI-ARANI
Chapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship
KAREN PASHBY AND LOUISE SUND
Chapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood
MALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYA
Chapter 11: Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World
HELEN CLARKE AND SHARON WITT
Chapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern Italy
SARA FRANCH
PART 3 ASSESSMENT
Chapter 13: 'Zero is where the Real Fun Starts' - Evaluation for Value(s) Co-Production
KATIE CARR AND LEANDER BINDEWALD
Chapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project
ANGELA DALY AND JULIE BROWN
Chapter 16: Evaluating an International Approach within Teacher Education to the Refugee Crisis
CHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNON
Chapter 17: Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens
BARBARA LOWE AND LIZ ALLUM
Conclusion: Empathy, Adaptability, Moderation and Sharing
VICTORIA W. THORESEN
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Teacher Education;sustainable development;global citizenship;critical global citizenship education;curriculum studies;assessment;politics of equity;inclusive education;educational politics;politics of education;UNESCO;Sustainable Development Goals;climate change;teacher educators;value-based education;sustainable global society;curriculum design;UK Teacher Education;assessment mechanisms;UK Primary School;UK Partner;Early Childhood Stakeholders;Post-project Reflection;Public Engagement;ESD Curriculum;ITE Student;Future Practice;ESD Project;Citizenship Education;Professional Development;ESD;Critical GCE;Stem Curriculum;CRP;Stem Practice;Stem Project;Global Citizenship Perspective;Small World Play;Pre-service Teachers;UK Classroom;Student Teacher Confidence;International Service Learning;Human Development Index
Series Editor Foreword
CARLOS ALBERTO TORRES
Foreword
CHARLES A. HOPKINS
Introduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship
PHILIP BAMBER
PART 1 VALUES
Chapter 1: In Search of Core Values
STEPHEN SCOFFHAM
Chapter 2: How do Teachers Engage with School Values and Ethos?
ALISON CLARK
Chapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice Mentality
JEN SIMPSON
Chapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working Interculturally
FATIMA PIRBHAI-ILLICH AND FRAN MARTIN
Chapter 5: Restorative Practice: Modelling Key Skills of Peace and Global Citizenship
ROSALIND DUKE
Chapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events
HELEN CLARKE AND SHARON WITT
PART 2: CURRICULUM
Chapter 7: Moving Teachers' Experience from the Edge to the Centre
NEDA FORGHANI-ARANI
Chapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship
KAREN PASHBY AND LOUISE SUND
Chapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood
MALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYA
Chapter 11: Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World
HELEN CLARKE AND SHARON WITT
Chapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern Italy
SARA FRANCH
PART 3 ASSESSMENT
Chapter 13: 'Zero is where the Real Fun Starts' - Evaluation for Value(s) Co-Production
KATIE CARR AND LEANDER BINDEWALD
Chapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project
ANGELA DALY AND JULIE BROWN
Chapter 16: Evaluating an International Approach within Teacher Education to the Refugee Crisis
CHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNON
Chapter 17: Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens
BARBARA LOWE AND LIZ ALLUM
Conclusion: Empathy, Adaptability, Moderation and Sharing
VICTORIA W. THORESEN
CARLOS ALBERTO TORRES
Foreword
CHARLES A. HOPKINS
Introduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship
PHILIP BAMBER
PART 1 VALUES
Chapter 1: In Search of Core Values
STEPHEN SCOFFHAM
Chapter 2: How do Teachers Engage with School Values and Ethos?
ALISON CLARK
Chapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice Mentality
JEN SIMPSON
Chapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working Interculturally
FATIMA PIRBHAI-ILLICH AND FRAN MARTIN
Chapter 5: Restorative Practice: Modelling Key Skills of Peace and Global Citizenship
ROSALIND DUKE
Chapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events
HELEN CLARKE AND SHARON WITT
PART 2: CURRICULUM
Chapter 7: Moving Teachers' Experience from the Edge to the Centre
NEDA FORGHANI-ARANI
Chapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship
KAREN PASHBY AND LOUISE SUND
Chapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood
MALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYA
Chapter 11: Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World
HELEN CLARKE AND SHARON WITT
Chapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern Italy
SARA FRANCH
PART 3 ASSESSMENT
Chapter 13: 'Zero is where the Real Fun Starts' - Evaluation for Value(s) Co-Production
KATIE CARR AND LEANDER BINDEWALD
Chapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?
ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFF
Chapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project
ANGELA DALY AND JULIE BROWN
Chapter 16: Evaluating an International Approach within Teacher Education to the Refugee Crisis
CHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNON
Chapter 17: Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens
BARBARA LOWE AND LIZ ALLUM
Conclusion: Empathy, Adaptability, Moderation and Sharing
VICTORIA W. THORESEN
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Teacher Education;sustainable development;global citizenship;critical global citizenship education;curriculum studies;assessment;politics of equity;inclusive education;educational politics;politics of education;UNESCO;Sustainable Development Goals;climate change;teacher educators;value-based education;sustainable global society;curriculum design;UK Teacher Education;assessment mechanisms;UK Primary School;UK Partner;Early Childhood Stakeholders;Post-project Reflection;Public Engagement;ESD Curriculum;ITE Student;Future Practice;ESD Project;Citizenship Education;Professional Development;ESD;Critical GCE;Stem Curriculum;CRP;Stem Practice;Stem Project;Global Citizenship Perspective;Small World Play;Pre-service Teachers;UK Classroom;Student Teacher Confidence;International Service Learning;Human Development Index
