Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis

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dc.contributor.advisorFuggle, Richard Francisen_ZA
dc.contributor.authorAston, Petaen_ZA
dc.date.accessioned2015-12-28T06:02:04Z
dc.date.available2015-12-28T06:02:04Z
dc.date.issued1992en_ZA
dc.descriptionBibliography: p. 121-134.en_ZA
dc.description.abstractThe potential of teachers to educate for improved environments is powerful. It is urgent that this largely latent energy be translated into action in South Africa, where, despite significant political progress, the experience of the total environment for the majority of South Africans, is one of severe compromise. Environmental education for teachers is, therefore, considered to be an essential component of any strategy aimed at effecting environmental and societal reform in South Africa. Such education requires a clear conceptual basis if it is to be successfully applied in schools. Accordingly, a conceptual framework, informed by established theory in environmental education, and within a compatible paradigm of environmentalism, is developed. The framework is, however, primarily shaped by its contextual foundation in a South African environment of non-egalitarianism. International and local experience of environmental teacher education is evaluated against the demands of this conceptual approach. The opportunities and constraints of different types of implementation are examined, and it is concluded that to prescribe a strategy would be to contradict the fundamental aims of both environmental education and the present study. A process for the development of environmental teacher education is therefore designed and tested in lieu of a rigid formula for national imposition. This process is presented in the form of guidelines which promote a policy and procedure for introducing an environmental teacher education which represents the needs and strengths of local communities in South Africa. It is believed that unless such a strategy is pursued, the current and historic forces eroding people's learning and living environments throughout South Africa, will persist.en_ZA
dc.identifier.apacitationAston, P. (1992). <i>Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis</i>. (Thesis). University of Cape Town ,Faculty of Science ,Department of Environmental and Geographical Science. Retrieved from http://hdl.handle.net/11427/15956en_ZA
dc.identifier.chicagocitationAston, Peta. <i>"Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis."</i> Thesis., University of Cape Town ,Faculty of Science ,Department of Environmental and Geographical Science, 1992. http://hdl.handle.net/11427/15956en_ZA
dc.identifier.citationAston, P. 1992. Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Aston, Peta AB - The potential of teachers to educate for improved environments is powerful. It is urgent that this largely latent energy be translated into action in South Africa, where, despite significant political progress, the experience of the total environment for the majority of South Africans, is one of severe compromise. Environmental education for teachers is, therefore, considered to be an essential component of any strategy aimed at effecting environmental and societal reform in South Africa. Such education requires a clear conceptual basis if it is to be successfully applied in schools. Accordingly, a conceptual framework, informed by established theory in environmental education, and within a compatible paradigm of environmentalism, is developed. The framework is, however, primarily shaped by its contextual foundation in a South African environment of non-egalitarianism. International and local experience of environmental teacher education is evaluated against the demands of this conceptual approach. The opportunities and constraints of different types of implementation are examined, and it is concluded that to prescribe a strategy would be to contradict the fundamental aims of both environmental education and the present study. A process for the development of environmental teacher education is therefore designed and tested in lieu of a rigid formula for national imposition. This process is presented in the form of guidelines which promote a policy and procedure for introducing an environmental teacher education which represents the needs and strengths of local communities in South Africa. It is believed that unless such a strategy is pursued, the current and historic forces eroding people's learning and living environments throughout South Africa, will persist. DA - 1992 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1992 T1 - Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis TI - Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis UR - http://hdl.handle.net/11427/15956 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/15956
dc.identifier.vancouvercitationAston P. Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis. [Thesis]. University of Cape Town ,Faculty of Science ,Department of Environmental and Geographical Science, 1992 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/15956en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Environmental and Geographical Scienceen_ZA
dc.publisher.facultyFaculty of Scienceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEnvironmental and Geographical Scienceen_ZA
dc.subject.otherEnvironmental education - South Africaen_ZA
dc.subject.otherTeachers - Training of - South Africaen_ZA
dc.titleGuidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysisen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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