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 and Wales

Michael Littledyke

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 and Wales

Michael Littledyke

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The National Curriculum for England and Wales was influenced in its development by political ideology and epistemological assumptions, which have had significant implications for primary pedagogical practice and experiences of primary pupils. Although environmental education was identified a cross-curricular theme, it has been marginalised in many schools. The paper discusses the reasons for these developments and presents a model of teacher education based on constructivist principles that supports environmental education, with a critique of how the curriculum needs to develop to promote sustainability.

Original language	English
Title of host publication	Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice
Editors	Walter Leal Filho, Evangelos I Manolas, Maria N Sotirakou, Georgios A Boutakis
Place of Publication	Soufli, Greece
Publisher	Environmental Education Center of Soufli
Pages	103-114
ISBN (Print)	9789609805810
Publication status	Published - 2007
Event	1st European Conference on Education for Sustainable Development - Orestiada and Soufli, Greece Duration: 5 Oct 2007 → 7 Oct 2007

Conference

Conference	1st European Conference on Education for Sustainable Development
City	Orestiada and Soufli, Greece
Period	5/10/07 → 7/10/07

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Teacher Education and Professional Development of Educators

Access to Document

https://hdl.handle.net/1959.11/11048

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Littledyke, M. (2007). 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 and Wales. In W. Leal Filho, E. I Manolas, M. N Sotirakou, & G. A Boutakis (Eds.), Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice (pp. 103-114). Environmental Education Center of Soufli. https://hdl.handle.net/1959.11/11048

Littledyke, Michael. / 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 and Wales. Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice. editor / Walter Leal Filho ; Evangelos I Manolas ; Maria N Sotirakou ; Georgios A Boutakis. Soufli, Greece : Environmental Education Center of Soufli, 2007. pp. 103-114

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title = "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 and Wales",

abstract = "The National Curriculum for England and Wales was influenced in its development by political ideology and epistemological assumptions, which have had significant implications for primary pedagogical practice and experiences of primary pupils. Although environmental education was identified a cross-curricular theme, it has been marginalised in many schools. The paper discusses the reasons for these developments and presents a model of teacher education based on constructivist principles that supports environmental education, with a critique of how the curriculum needs to develop to promote sustainability.",

keywords = "Teacher Education and Professional Development of Educators",

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year = "2007",

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pages = "103--114",

editor = "\{Leal Filho\}, Walter and \{I Manolas\}, Evangelos and \{N Sotirakou\}, Maria and \{A Boutakis\}, Georgios",

booktitle = "Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice",

publisher = "Environmental Education Center of Soufli",

note = "1st European Conference on Education for Sustainable Development ; Conference date: 05-10-2007 Through 07-10-2007",

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Littledyke, M 2007, 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 and Wales. in W Leal Filho, E I Manolas, M N Sotirakou & G A Boutakis (eds), Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice. Environmental Education Center of Soufli, Soufli, Greece, pp. 103-114, 1st European Conference on Education for Sustainable Development, Orestiada and Soufli, Greece, 5/10/07. <https://hdl.handle.net/1959.11/11048>

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 and Wales. / Littledyke, Michael.
Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice. ed. / Walter Leal Filho; Evangelos I Manolas; Maria N Sotirakou; Georgios A Boutakis. Soufli, Greece: Environmental Education Center of Soufli, 2007. p. 103-114.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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T1 - Ideology, epistemology and pedagogy

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AU - Littledyke, Michael

PY - 2007

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AB - The National Curriculum for England and Wales was influenced in its development by political ideology and epistemological assumptions, which have had significant implications for primary pedagogical practice and experiences of primary pupils. Although environmental education was identified a cross-curricular theme, it has been marginalised in many schools. The paper discusses the reasons for these developments and presents a model of teacher education based on constructivist principles that supports environmental education, with a critique of how the curriculum needs to develop to promote sustainability.

KW - Teacher Education and Professional Development of Educators

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M3 - Conference contribution

SN - 9789609805810

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BT - Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice

A2 - Leal Filho, Walter

A2 - I Manolas, Evangelos

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A2 - A Boutakis, Georgios

PB - Environmental Education Center of Soufli

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Y2 - 5 October 2007 through 7 October 2007

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Littledyke M. 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 and Wales. In Leal Filho W, I Manolas E, N Sotirakou M, A Boutakis G, editors, Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice. Soufli, Greece: Environmental Education Center of Soufli. 2007. p. 103-114