Partnerships Gone WILD

Preservice teachers should understand that "experiences outside the classroom are an important instructional strategy for engaging young children in direct discovery of the world around them" (North American Association for Environmental Education, 2004b, p. 3), and to bring this knowledge...

Full description

Saved in:
Bibliographic Details
Published in:Childhood education 2008-10, Vol.85 (1), p.6
Main Authors: Crim, Courtney, Desjean-Perrotta, Blanche, Moseley, Christine
Format: Article
Language:English
Subjects:
Beginning Teachers
Environmental education
Learning
Lifelong Learning
Literacy
Preservice Teachers
Students
Teaching Methods
Young Children
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Preservice teachers should understand that "experiences outside the classroom are an important instructional strategy for engaging young children in direct discovery of the world around them" (North American Association for Environmental Education, 2004b, p. 3), and to bring this knowledge into their teaching practice in the future. The three broad goals for environmental literacy, as outlined in the NAAEE Guidelines for Learning (2004a), include: * To foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas * To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment * To create new patterns of behavior for individuals, groups, and society as a whole towards the environment, (p. 2) Thus, teacher education programs need to focus on developing environmentally literate teachers who are able to think in terms of interdependence and recognize the impact of this interdependence on their lives, as well as on the lives of all living things.
ISSN:0009-4056
2162-0725