[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596610-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596610-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","environmental-education-as-teacher-education-melancholic-reflections-from-an-emerging-community-of-practice","Environmental Education as Teacher Education - Melancholic Reflections from an Emerging Community of Practice","","2011年西蒙菲莎大学师范学院实施以可持续与环境学习为重点的职前教师教育项目，形成名为SEEDs（Sustainability Education in an Environment of Diversity）的12个月密集培养。该队列共32名师范生在校园与实地研讨、并进入多所K-12课堂实习。尽管学生与相关社区的总体反馈偏正向，但在将多方支持者纳入真正的实践共同体方面，模型的潜力未能充分实现。作者以SEEDs学生、授课者与课程促进者的反思为主线，回顾社区在尝试重构加拿大教师认证体系中占主导地位的教师发展取向时遭遇的限制。",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Practice  \nCarlos Ormond, Simon Fraser University; David Zandvliet, Simon Fraser University;  \nMilton McClaren, Simon Fraser University and Royal Roads University; Patrick Robertson, University of British Columbia; Shannon Leddy, Simon Fraser University; Selina Metcalfe, Simon Fraser University, Canada  \nAbstract  \nDuring 2011 at Simon Fraser University, the Faculty of Education hosted the implementation of a pre-service teacher education program with an emphasis on sustainability and environmental learning. This cohort, termed SEEDs (Sustainability Education in an Environment of Diversity), enrolled 32 teacher education students in an intensive 12-month teacher certification program composed of equal parts campus and field-based seminar experiences and practicum placements in a variety of K-12 school classrooms. While reflections on the overall experience from students and community stakeholders were positive, the potential of the model (with students, Faculty Associates, and School Associates fully supporting eachother) was not fully realized. Stakeholders involved in the development and implementation of the SEEDs module were left feeling melancholy as we discovered“dark matter” in our difficulties with implementing a true community of practice for environmental learning hosted within the structure of a large and diverse teacher certification program. This paper focuses on the reflections of SEEDs students, instructors, and courses facilitators working in the program, but more importantly recounts the constraints faced by the community as it attempted toreconceptualize the dominant (hegemonic) approach of teacher development common in Canadian teacher certification programs.  \nRésumé  \nEn 2011, la Faculté d’éducation de l’Université Simon Fraser à Vancouver a mis en œuvre un programme deformation initiale à l’enseignement avec une emphasesur l’écodurable et l’apprentissage à l’environnement. Cette cohorte, nommée ÉÉED (Éducation Écodurable dans un Environnement de la Diversité, en anglais SEEDs), étaitformée de 32 futurs enseignants etenseignantes dans un programme intensif de 12 mois et consistait dans une part égale de séminaires sur le campus, de séminaires de terrain et de stages dans diverses classes du niveau primaire et secondaire. Les responsables impliqués dans le développement et la mise en placedu module ÉÉED ont rencontré la « matière noire » face aux difficultés de créer une communauté de praticiens spécialisés dans l’apprentissage à l’environnementau sein de la structure établie d’un programme deformation en enseignement. Cet article met l’accent sur les réflexions des étudiantes et étudiants, des chargés de cours et des instructeurs du programme ; il fait état des contraintes vécues par la communauté et il tente de reconceptualiser le modèle hégémonique de la formation des enseignants.  \n160 Canadian Journal of Environmental Education, 19, 2014  \nKeywords: environmental education; teacher education; cohorts; practicum experiences  \nPrologue  \nIn the title of this work we use the term melancholic to describe the type of reflection undertaken throughout our collaborative research efforts. Melancholy in the archaic (or etymological) sense of the word is described as an emotional state characterized by sullenness or outbreaks of anger, and was believed to arise in certain individuals from a mysterious “dark matter” originating deep within the body. In contemporary usage, the term refers to (a) a sadness or depression of the spirits, or (b) pensive reflection and contemplation. While elements of both of these states might describe our collective experiences in this collaborative program of research, the latter term (pensive reflection) is more descriptive of the type of reaction we wish to portray in this paper.  \nIntroduction  \nIn January 2011, a teacher education cohort focusing on environmental education was impl","cbCaicTyAKgvKi0n","https://ap.wps.com/l/cbCaicTyAKgvKi0n","pdf",152937,"English","# Abstract\n# Prologue\n# Introduction\n## SEEDs program design and goals\n## Educational frameworks and learning experiences","[{\"question\":\"SEEDs项目在2011年的实施背景是什么？\",\"answer\":\"2011年，西蒙菲莎大学师范学院在专业发展项目中启动面向环境教育的职前教师教育试点，并以可持续与环境学习为重点。\"},{\"question\":\"SEEDs队列的培养结构与规模如何？\",\"answer\":\"项目招收32名师范生，培养周期为12个月，包含校园与实地研讨的均衡安排，以及在多样K-12课堂中的实习/见习实践。\"},{\"question\":\"文中强调的关键挑战是什么？\",\"answer\":\"作者指出，尽管相关利益方总体评价积极，但在建立真正服务于环境学习的实践共同体方面遇到“暗物质（dark matter）”般的困难，导致模型潜力未完全实现，并且社区尝试重构主导性的教师发展取向时也面临限制。\"}]","Environmental Education as Teacher Education - Melancholic Reflections from an Emerging Community of Practice | PDF",1792083398]