Developing Teacher Capabilities and Valued Functionings in Professional Learning Communities: Focus on Environmental Content Knowledge in Natural Sciences
- Thomas, Kgomotso, Songqwaru, Zintle
- Authors: Thomas, Kgomotso , Songqwaru, Zintle
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435234 , vital:73140 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study explored how professional learning communities can contribute to the development of teachers’ capabilities and the achievement of their valued functionings related to teaching environmental content knowledge in the ‘Life and Living’ strand of Grade 8 Natural Sciences (NS). This is in the context of the Natural Sciences Curriculum Assessment Policy Statement (CAPS) which is strongly content-referenced and is committed to learning approaches that are active and critical, and to environment and sustainability content knowledge (Lotz-Sisitka 2011). The integration of environmental education in the school’s curriculum is of significance as it addresses global and local environmental issues by preparing and actively involving learners in the planning, improvement and protection of the environment for the future (Unesco 2012). The successful implementation of CAPS requires that teachers attain necessary subject content knowledge and pedagogical content knowledge (PCK) for the integration of environment and sustainability concerns into the South African National Curriculum (Lotz-Sisitka 2011). Teachers are also required to have the requisite skills to implement pedagogical approaches that support environmental education.
- Full Text:
- Date Issued: 2021
- Authors: Thomas, Kgomotso , Songqwaru, Zintle
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435234 , vital:73140 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study explored how professional learning communities can contribute to the development of teachers’ capabilities and the achievement of their valued functionings related to teaching environmental content knowledge in the ‘Life and Living’ strand of Grade 8 Natural Sciences (NS). This is in the context of the Natural Sciences Curriculum Assessment Policy Statement (CAPS) which is strongly content-referenced and is committed to learning approaches that are active and critical, and to environment and sustainability content knowledge (Lotz-Sisitka 2011). The integration of environmental education in the school’s curriculum is of significance as it addresses global and local environmental issues by preparing and actively involving learners in the planning, improvement and protection of the environment for the future (Unesco 2012). The successful implementation of CAPS requires that teachers attain necessary subject content knowledge and pedagogical content knowledge (PCK) for the integration of environment and sustainability concerns into the South African National Curriculum (Lotz-Sisitka 2011). Teachers are also required to have the requisite skills to implement pedagogical approaches that support environmental education.
- Full Text:
- Date Issued: 2021
Making sense of climate change in a national curriculum
- Lotz-Sisitka, Heila, Mandikonza, Caleb, Misser, Shanu, Thomas, Kgomotso
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
- Full Text:
- Date Issued: 2021
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
- Full Text:
- Date Issued: 2021
- «
- ‹
- 1
- ›
- »