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“Sustainable Development and Living through Changing Teacher Education and Teaching in Manitoba”

“Sustainable Development and Living through Changing Teacher Education and Teaching in Manitoba”. Principal Investigators : Gary Babiuk and Thomas Falkenberg (University of Manitoba). Four major strands for an understanding of sustainable human living :. environmental strand

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“Sustainable Development and Living through Changing Teacher Education and Teaching in Manitoba”

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  1. “Sustainable Development and Living through Changing Teacher Education and Teaching in Manitoba” Principal Investigators: Gary Babiuk and Thomas Falkenberg (University of Manitoba)

  2. Four major strands for an understanding of sustainable human living: • environmental strand • health and well-being strand • socio-economic strand • socio-cultural strand education for sustainable living

  3. Central Research Question “What can and should an educational support structure for teacher candidates and K-12 teachers in Manitoba look like that helps them to enact educating for sustainable living in a way that is educationally sustainable and not just a flash in the pan?”

  4. Specific Research Objectives • to identify the attitudes, competencies, and understandings that are required for teachers to prepare students in Manitoba schools for sustainable living; • to identify possibilities in existing teacher education programs and professional development opportunities to support the development of those attitudes, competencies and understandings in teacher candidates and teachers in Manitoba; • to identify structural and pedagogical changes that would need to be made to existing teacher education programs and professional development opportunities to support the development of those attitudes, competencies and understandings in teacher candidates and teachers in Manitoba;

  5. Specific Research Objectives (continued) • To assess the impact of developed teaching material and practiced teaching strategies in teacher education programs on student teachers’ development of those attitudes, competencies and understandings; • To assess the impact of developed teaching material and practiced teaching strategies on student engagement and learning for sustainable living in schools in Manitoba; • To identify policy requirements at the school, divisional and ministry level to support education for sustainable development.

  6. Part One – Baseline Study The purpose of the Baseline Study is to contribute to the study objectives listed above by establishing an understanding of the current state of affairs in Manitoba on teacher education and teacher professional development with respect to educating for sustainable living.

  7. Part Two – Teacher Education and Teacher Development Projects

  8. Part Two (continued)

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