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A holistic approach that partners with the community offers a stronger pathway. The article outlines a community-wide initiative to build stewardship in children from birth through Grade 12, using a collective impact model that supports teacher candidates. Collaboration with community expertise and encouragement is argued to sustain positive change in ESE.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/activating-teacher-candidates-in-community-wide-environmental-education-the-pathway-to-stewardship-and-kinship-project/596873/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/activating-teacher-candidates-in-community-wide-environmental-education-the-pathway-to-stewardship-and-kinship-project/596873.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is reforming teacher education alone not enough to create a regenerative future?","Question",{"text":112,"@type":113},"The document argues that prioritizing ESE in teacher education is insufficient to generate the wide-ranging education-system changes needed to address environmental challenges.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does community collaboration play in the proposed approach?",{"text":117,"@type":113},"It states that a holistic strategy involving community partnership is more likely to achieve needed changes and strengthen connections between curriculum and real-world experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the community project intended to influence teacher candidates and ESE practice?",{"text":121,"@type":113},"The collective impact model aims to create an enabling climate for teacher candidates, encouraging them to use community expertise and encouragement to foster positive, lasting ESE changes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596873,1792171603,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Activating Teacher Candidates in Community-Wide Environmental Education: The Pathway to Stewardship and Kinship Project  \nPaul Elliott, Cathy Dueck, Trent University, Canada, & Jacob Rodenburg, Camp Kawartha  \nAbstract  \nTo create a truly regenerative future, simply reforming teacher education to prioritize Environmental and Sustainability Education (ESE) will not create the wide-ranging changes in the education system needed to meet the environmental challenges facing humanity. A holistic strategy involving community collaboration with teacher education stands a better chance of achieving this. This article provides an overview of a community-wide project to foster environmental stewardship in children from birth to Grade 12. This collective impact model approach will create a climate that supports teacher candidates in their efforts to improve their practice in ESE. We argue that teacher candidates who learn to collaborate with their community as a source of expertise and encouragement are more likely to create positive and lasting change in ESE.  \nRésumé  \nPour créer un avenir véritablement régénérateur, il ne suffit pas de mettre au premier plan l’éducation à l’environnement et au développement durable dans la formation des enseignants; cette seule réforme n’entraînera pas, dans le systèmed’éducation, de changements d’une ampleur suffisante pour relever les défisenvironnementaux qui attendent l’humanité . L’intégration de la collaboration communautaire à la formation des enseignants constitue une stratégie holistique ayant plus de chance de porter fruit. Le présent article trace les grandes lignes d’un projet communautaire conçu pour encourager la responsabilité écologique chez les enfants, de la naissance à la 12e année. Cette approche, fondée sur un modèle d’effet collectif, permettra d’aménager un climat propice pour soutenir les futurs enseignants afin de les aider à enrichir leur pratique sur les sujets touchant l’environnement et le développement durable. Les futurs enseignants qui apprennent à recourir à leur communauté comme source d’encouragement etd’expertise sont plus susceptibles de provoquer des changements positifs et viablesdans le domaine de l’environnement et du développement durable.  \nKeywords: community, stewardship, teacher education, collaboration, partnership  \nMots-clés : communauté, responsabilité écologique, formation des enseignants, collaboration, partenariat  \nCanadian Journal of Environmental Education, 23(1), 2020 85  \nIntroduction  \nThe urgent need to revise our relationship with the planet, in response to the multiple and growing threats to our life support system, should inform and influence every aspect of human activity. The slow speed at which this is happening in most sectors is frustrating and perilous. As E. O. Wilson (1993) wrote more than a quarter of a century ago: “What humanity is doing now in a single lifetime will impoverish our descendants for all time to come”(p. 37) . Almost 30 years ago, Orr observed that education has been part of the problem and that it now needs to become part of the solution (Orr, 1991), later remarking,“We should worry a good bit less about whether our progeny will be able to compete as a ‘world-class work force’ and a great deal more about whether they know how to live sustainably on the earth” (Orr, 1993, p. 433) . Those of us involved in education need to do our utmost to ensure priorities in this sector change to reflect the scale of the challenge. Teacher educators have a key role to play in transforming education as they prepare the next generation of teachers (Hopkins & McKeown 2005; McKeown & Hopkins, 2007; McKeown & Nolet, 2013) . This was recognized by UNESCO (2014) when they envisioned teacher education in which:  \nESD is integrated into pre-service and in-service education and training for early childhood, primary and secondary school teachers, as well as teachers and facilitators in non-formal and informal education. This may start with the inc","cbCaipOGPmdXDGuu","https://ap.wps.com/l/cbCaipOGPmdXDGuu","pdf",493634,17,"English","# Introduction\n## Environmental and Sustainability Education in teacher preparation\n## Community collaboration and curriculum integration\n## Teacher candidates as drivers of sustainable change","[{\"question\":\"Why is reforming teacher education alone not enough to create a regenerative future?\",\"answer\":\"The document argues that prioritizing ESE in teacher education is insufficient to generate the wide-ranging education-system changes needed to address environmental challenges.\"},{\"question\":\"What role does community collaboration play in the proposed approach?\",\"answer\":\"It states that a holistic strategy involving community partnership is more likely to achieve needed changes and strengthen connections between curriculum and real-world experiences.\"},{\"question\":\"How is the community project intended to influence teacher candidates and ESE practice?\",\"answer\":\"The collective impact model aims to create an enabling climate for teacher candidates, encouraging them to use community expertise and encouragement to foster positive, lasting ESE changes.\"}]","Activating Teacher Candidates in Community-Wide Environmental Education - The Pathway to Stewardship and Kinship Project | PDF",1792083907,43]