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What is wrong with Kinder Surprises
What is wrong with Kinder Surprises
Competences for Sustainability
Competences for Sustainability
ESD Competences UNECE (2012)
ESD Competences UNECE (2012)
Initiatives in Canada
Initiatives in Canada
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Автор: Susan Barker. Чтобы познакомиться с картинкой полного размера, нажмите на её эскиз. Чтобы можно было использовать все картинки для урока английского языка, скачайте бесплатно презентацию «Teacher Education; Competences for ESD Sustainability.ppt» со всеми картинками в zip-архиве размером 9992 КБ.

Teacher Education; Competences for ESD Sustainability

содержание презентации «Teacher Education; Competences for ESD Sustainability.ppt»
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1Teacher Education; Competences for ESD 11culture and discipline; Dealing with risk
& Sustainability. Susan Barker and uncertainity on a journey towards
University of Alberta shared and positive futures; Effectively
susan.barker@ualberta.ca. 1. facilitating learning. Where are the
2Goals of presentation. Highlight the challenges for teachers and teacher
shift towards competence based education education? 11.
for ESD, the challenge that this places 12Initiatives in Canada. There is modest
for teachers and teacher education and but promising progress toward reorienting
recommendations for moving forwards ESD – teacher education to address education for
Education for Sustainable Development sustainable development. Key drivers and
Competence and Competency. 2. enablers- individual champions, as well as
3Aim of ESD. Dynamic concept that partnerships and collaboration with other
encompasses a new vision of education that departments on campus and with education
seeks to empower people of all ages to faculties at other institutions. Key
assume responsibility for creating and barriers and challenges include
enjoying a sustainable future (UNESCO communication gaps within faculties,
2002). Pursuing SD through education competing interests and priorities within
requires educators and learners to reflect faculties, funding challenges, and lack of
critically on their own communities, professional development opportunities.
identify non-viable elements in their Commensurate with McKeown and Hopkins 2005
lives and explore tensions between Guidelines and Recommendations for
conflicting values and goals. 3. Reorienting Teacher Education to Address
4Thinking time. Kinder Surprise Egg- Sustainability. 12.
Global phenomenon Framing the challenges 1313.
of teacher education in ESD? Clarke (2012) 14Recommendations. Need to develop and
ecological blindness and urban design new pedagogies “next practices” to
industrialism Model: take, make and dump help us address a continually changing
Conceived as a disposable commodity – landscape of ESD. Sustainability is not
start to finish and waste is globally static……will need to evolve with changing
transmitted. 4. need and emphases (Stir, 2004) Education
5What is wrong with Kinder Surprises? is perfectly placed to create conditions
Aluminium wrapper – Australia Chocolate- for innovative and imaginative solutions
Ghana? Plastic casing and toy – China Set but a total transformation of schools and
of instructions varies One Kinder egg is education is needed. However we need to
benign but globally a huge pile of toxic simplify in order to get teacher ‘buy in’.
waste One poorly educated learner adds a ESD competences need to be aligned with
lifetime of human toxicity Its no excuse current curricula be flexible and need to
to claim we don’t know what we were doing. be locally based. We need to develop
5. mechanisms by which we can measure
6Current Teacher Education Programs. achievements and progression. 14.
Curriculum shaped by school curriculum and 15Perils of education for ESD. Education
thus focuses on knowledge and skills; can also play the opposite role: deadening
Connected to requirements for teacher curiosity and innovation; encouraging
certification; Often prescribed by acceptance of unsustainable living as
government; Curriculum and assessment being normal; and teaching learners to
practices are developed alongside each passively wait for others to take action.
other. 6. From a sustainable development
7Competence Approach. Lack of relevance perspective, then, education is both a
of current education provision and the great hope and a great danger ( UNESCO
need to produce change agents. Competences 2013- advanced copy “Empowering educators
been around since 1980s in education for a sustainable future”. 15.
mostly vocational- however in ESD it 16References. Clarke, P. ( 2012)
rarely refers to the ability to do a Education for Sustainability:Becoming
particular activity to a pre-determined Naturally Smart. Routledge:London. Council
and prescribed standard- ESD needs to be of Ministers of Education Canada (2012)
much more flexible. Sleurs (2008) Education for Education for Sustainable
Competence approach asks not what should Development in Canadian Faculties of
be taught, but what should be learned, Education. Toronto. Sleurs, W. ( Ed)
what abilities for acting, which concepts (2008) Competences for ESD Education for
and problem-solving strategies should we Sustainable Development) teachers.
have acquired as a result of the learning Comenius, Brussels. www.csct-project.org.
process”. 7. McKeown R. and Hopkins, C. 2005.
8Competences for Sustainability. 2012 – Guidelines and Recommendations for
UNECE (United Nations Economic Commission Reorienting Teacher Education to Address
for Europe). Defined competences for ESD- Sustainability Mochizuki, Y and Fadeeva,
of significant relevance to teacher (2010). Competences for Sustainability and
educators worldwide and major contribution Sustainable Development. International
to United Nations Decade for Sustainable Journal of Sustainability in Higher
Development. prepare general Education, 11, p 391-403. Sleurs, W( ed) (
recommendations for policy makers define a 2008)
range of core competences in ESD for www.ensi.org/Projects/Teacher_Education/CS
educators. 8. T/. UNECE, (2012) Learning for the Future.
9Framework of Competences. Learning to Competences in Education for Sustainable
know. For ESD the educator should know……. Development. www.unece.org/env UNESCO
Learning to do. For ESD the educator (2002)Education for Sustainability-From
should be able to……… Learning to be. For Rio to Johannesburg:Lessons Learnt from a
ESD the educator should be…………. Learning Decade of Commitment. Wiek, A., Withycombe
to live and work together. For ESD the L. & Redman C.L ( 2011). Key
educator should live and work with others competences in sustainability: a reference
in a way which…………. 9. framework for academic program
10ESD Competences UNECE (2012). 10. development. Sustainability Science 6,
11Areas of focus. Critical thinking and p203-218. 16.
acting ethically for transformation; 17Thank you. 17.
Shifting perspectives in time, space,
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