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The paper examines how eight teacher educators in Canadian faculties of education theorize and deliver PBE in teacher education programs. Interview analysis maps their pathways to PBE, key terminology, purposes, pedagogical practices, and the systemic structures that shape implementation, including administrative supports or constraints and the integration of Indigenous knowledges of place.",{"@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/pathways-philosophies-and-pedagogies-conversations-with-teacher-educators-about-place-based-education/596872/",{"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/pathways-philosophies-and-pedagogies-conversations-with-teacher-educators-about-place-based-education/596872.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper aim to explore about place-based education in teacher education?","Question",{"text":112,"@type":113},"It explores the experiences and beliefs of eight Canadian teacher educators on how they theorize and deliver place-based education within their teacher education programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the teacher educators’ perspectives analyzed?",{"text":117,"@type":113},"Interview analysis identified participants’ pathways to PBE, their PBE terminology, their understanding of PBE purposes, pedagogical practices, relevant structures affecting implementation, and how Indigenous knowledges of place were integrated.",{"name":119,"@type":110,"acceptedAnswer":120},"What roles do social justice and ecological concerns play in place-based education?",{"text":121,"@type":113},"The paper argues both goals—social justice and ecological care—are needed across rural and urban contexts, framed through critical pedagogy of place as decolonization and reinhabitation.","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},596872,1792189303,{"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":34,"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","Pathways, Philosophies, and Pedagogies: Conversations with Teacher Educators About Place-Based Education  \nJanet McVittie, Geoffrey Webber, Dianne Miller, & Laurie Hellsten, University of Saskatchewan, Canada  \nAbstract  \nPlace-based education (PBE) promises greater social and ecological justice ata time of great planetary need. This paper explores the experiences and beliefs of eight teacher educators from Canadian teacher education faculties who were invited to give their perspectives on PBE as they theorize and deliver it in their teacher education programs. Analysis of their interviews identified the participants’pathways to PBE, their terminologies for PBE, their understanding of PBE’s purposes, their pedagogical practices, their sense of the structures (systemic attitudes and administrative supports or exigencies) that affect PBE, and their integration of Indigenous knowledges of place. The participants demonstrate a deep philosophical approach to place that could enhance environmental and perhaps Indigenous education more broadly.  \nRésumé  \nÀ une époque où les besoins planétaires sont criants, l’éducation axée sur les réalités locales pave la voie à une plus grande justice sociale et écologique. Le présent article explore les expériences et convictions de huit formateurs qui enseignent dans des facultés d’éducation canadiennes; ils ont été invités à expliquer leur conception de l’éducation axée sur les réalités locales et la manière dont cette notion estabordée dans les programmes deformation. L’analyse de ces entrevues apermis de comprendre l’approche des participants, la terminologie qu’ils utilisent pour définir l’éducation axée sur les réalités locales, leur vision des objectifs poursuivis, leurs pratiquespédagogiques, leur perception des structures (attitudes systémiques et mesures de soutien ou exigences administratives) qui influencent ce type d’éducation, ainsi que leur intégration des connaissances autochtones sur les réalités locales. L’approche philosophique réfléchie rapportée par les participants pourrait bonifier l’éducation à l’environnement et peut-être, de manière plus générale, l’éducation autochtone.  \nKeywords: place-based education, teacher education, Indigenous knowledges, environmental education, education for sustainability  \nMots-clés : éducation axée sur les réalités locales, formation des enseignants, savoirs autochtones, éducation à l’environnement, éducation au développement durable  \nCanadian Journal of Environmental Education, 23(1), 2020 33  \nIntroduction: Place-Based Education and Teacher Education  \nAs environmental degradation threatens the ongoing existence of humanity and persistent inequities in education contribute to widening economic disparities, re-evaluating the purpose and orientation of schooling is urgent. However, what is more likely to be evaluated with increasing frequency (as noted by Broadfoot, 1996; Gruenewald, 2003; Webber & Miller, 2016) is student performance on a narrow range of measures, mostly related to literacy and numeracy. Teacher performance is subsequently evaluated on how well their students do on standardized tests. These achievement standards are typically separated from local contexts and wider social and ecological concerns. While acknowledging an increasing corporate orientation to schooling and technical rational approaches to learning, as educators in an institution of teacher education, we are interested in promoting life-affirming pedagogies and practices that engage teacher candidates in the big questions that encourage them to become lifelong learners able to transform the current system of education. Advocates for place-based education (PBE), such as the participants in this study, argue that a re-imagination of teacher education must start with foundational inquiries: What does it mean to be alive in the world? What does it mean to be where you are? What does it mean to learn in relation to the local environment in which one is embedded? These are ","cbCaiiw7E7QWmm69","https://ap.wps.com/l/cbCaiiw7E7QWmm69","pdf",492947,17,"English","# Introduction: Place-Based Education and Teacher Education\n## Place-based education in teacher education programs\n## Critical pedagogy of place, social justice, and ecological care\n## Indigenous knowledges and reinhabitation","[{\"question\":\"What does the paper aim to explore about place-based education in teacher education?\",\"answer\":\"It explores the experiences and beliefs of eight Canadian teacher educators on how they theorize and deliver place-based education within their teacher education programs.\"},{\"question\":\"How were the teacher educators’ perspectives analyzed?\",\"answer\":\"Interview analysis identified participants’ pathways to PBE, their PBE terminology, their understanding of PBE purposes, pedagogical practices, relevant structures affecting implementation, and how Indigenous knowledges of place were integrated.\"},{\"question\":\"What roles do social justice and ecological concerns play in place-based education?\",\"answer\":\"The paper argues both goals—social justice and ecological care—are needed across rural and urban contexts, framed through critical pedagogy of place as decolonization and reinhabitation.\"}]","Pathways, Philosophies, and Pedagogies - Conversations with Teacher Educators About Place-Based Education | PDF",1792083907,43]