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Autor/inn/enRedondo, Cécile; Ladage, Caroline
TitelThe Role of 'Experience' in Teaching Innovation in Education for Sustainable Development in France
QuelleIn: Environmental Education Research, 29 (2023) 8, S.1133-1143 (11 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Redondo, Cécile)
ORCID (Ladage, Caroline)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1350-4622
DOI10.1080/13504622.2022.2117278
SchlagwörterSustainable Development; Environmental Education; Faculty Development; Foreign Countries; Educational Change; Teaching Methods; Innovation; Learning Activities; Active Learning; Educational Philosophy; France
AbstractIn the field of education for sustainable development (ESD), many authors refer to the notion of 'experience' and associated concepts. This highlights some of the theoretical underpinnings of ESD, a disciplinary field which, in France, became generalized in schools as of 2004. It has since been the subject of numerous research studies and undergone many institutional and professional changes. The present work first identifies the role that experience occupies in the educational field of ESD, according to educational researchers. It then explores the state and implementation of the notion in practice among professionals who use activities aimed at educating and training learners on the subject of sustainable development (SD). The gap we observe between various scientific meanings of the notion and its appropriation in professional contexts suggests that there are potential avenues for developing and improving teacher training by enriching ESD practices. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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