<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>The purpose of the paper is to share the findings of an action research project aimed at exploring the impact of transformative pedagogies on pre-service teachers following an environmental education programme (EEP), offered by the University of Malta. Assessment and evaluation practices of environmental education (EE) and education for sustainable education (ESD) programmes tend to cater just for knowledge content and skills, usually failing to target the development of attitudes and values that promote sustainable lifestyles. The EEP was specifically designed to target the development of pro-environmental values by actively involving students in their learning mainly and providing opportunities for reflection and self-evaluation. The paper analyses qualitative research data obtained from evaluation questionnaires about every study unit in the programme; reflective questionnaires drawing upon the students' reflective journals; a focus group interview and in depth one-to-one interviews with individual students. The paper provides students' evaluations about the course design and effectiveness that should provide insights for course developers and evaluators seeking to develop EE/ESD programmes that address individual needs through learner centred pedagogies.</p></abstract>

The purpose of the paper is to share the findings of an action research project aimed at exploring the impact of transformative pedagogies on pre-service teachers following an environmental education programme (EEP), offered by the University of Malta. Assessment and evaluation practices of environmental education (EE) and education for sustainable education (ESD) programmes tend to cater just for knowledge content and skills, usually failing to target the development of attitudes and values that promote sustainable lifestyles. The EEP was specifically designed to target the development of pro-environmental values by actively involving students in their learning mainly and providing opportunities for reflection and self-evaluation. The paper analyses qualitative research data obtained from evaluation questionnaires about every study unit in the programme; reflective questionnaires drawing upon the students' reflective journals; a focus group interview and in depth one-to-one interviews with individual students. The paper provides students' evaluations about the course design and effectiveness that should provide insights for course developers and evaluators seeking to develop EE/ESD programmes that address individual needs through learner centred pedagogies.

Self-Evaluation as a Tool in Developing Environmental Responsibility

Journal of Teacher Education for Sustainability

{"article-title":"Self-Evaluation as a Tool in Developing Environmental Responsibility"}

The purpose of the paper is to share the findings of an action research project aimed at exploring the impact of transformative pedagogies on pre-service...

Self-Evaluation as a Tool in Developing Environmental Responsibility

Online veröffentlicht: 07. Juni 2010

Seitenbereich: 5 - 26

DOI: https://doi.org/10.2478/v10099-009-0043-0

Schlüsselwörter
education for sustainable development, environmental education, transformative pedagogies, self-evaluation, journal keeping, reflective writing

This content is open access.

Self-Evaluation as a Tool in Developing Environmental Responsibility

Online veröffentlicht: 07. Juni 2010

Seitenbereich: 5 - 26

DOI: https://doi.org/10.2478/v10099-009-0043-0

Schlüsselwörtereducation for sustainable development, environmental education, transformative pedagogies, self-evaluation, journal keeping, reflective writing

This content is open access.

Schlüsselwörter
education for sustainable development, environmental education, transformative pedagogies, self-evaluation, journal keeping, reflective writing