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Enhancing Environmental Education: Fundisa for Change Strategies

Explore the impact of Fundisa for Change on environmental education in schools, with case studies, recommendations, and teacher insights. Discover the importance of knowledge conversion and fostering sustainable PLCs for effective teacher development.

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Enhancing Environmental Education: Fundisa for Change Strategies

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  1. 3-5 March | DBSA | Midrand The National Environmental Skills Summit

  2. Presentation outline Orientation to Fundisa for ChangeCase studies (2)Recommendations

  3. Orientation to Fundisa for ChangeZintle Songqwaru

  4. Environmental Education in the school curriculum Policy contextWhite Paper on Education and Training (1995)RSA Constitution (RSA 1996)C2005, RNCS, CAPS (1997 - 2012)5 environmental knowledge areasBiodiversity,climate change, environmental health, sustainable development & water security

  5. Fundisa for Change course programme

  6. Fundisa for Change training 2012, 2013, 2014, 2015Teachers and subject advisorsCollaborationFundisa materialsSpiral modelAccreditation (SACE)

  7. Training model Work with existing clusters Modellingresource materialspeers‘learning by doing’on-course tasks

  8. case study 1sirkka

  9. cases profiles Eastern Cape (GHT and Dwessa)Study cases About 25 teachersBiodiversity/ marine biodiversity/ FET Life Science2014

  10. Focus (research focus) PLCs and teachers biodiversity knowledgeteachers functionings on biodiversityFundisa partners support offeredInfluence of Fundisa and further support neededContribution of study - PLC concept, CPD process (i.e Fundisa for Change)

  11. Study findings Teachers- acknowledge lack of knowledge on biodiversity, importance of biodiversity in CAPS, want to be more confident in their teaching, working with CAPS, analysis of resources, Enablers from Fundisa - good quality resources, good facilitation (modeling that in their teaching), new knowledge, progression, new teaching methods, in-depth understanding of assessment Fundisa for Change partners- passion, shared expertise, teacher commitment, policy impact (PLC), reflexive teachers

  12. Study findings More support requiredTeachers - more time on sessions, space to share, more resources- even for learners and other colleagues, other EE topics, more fieldwork activities, more time for fundisaTeachers- time for CPD, contextual/ school challenges, schools challenges for implementing what is learnt etcFundisa for change - funding, lack of capacity, systemic issues, need for PLCs etc

  13. Improving teacher practice If expertise in teaching is practical wisdom how can we promote it’s development?

  14. Knowledge “transfer” (modified from Nonaka and Takeuchi (1995)

  15. Knowledge creation and the transfer of knowledge Nanaka and Takeuchi (1995) examined these processes in commercial organisations.In particular they looked at the interplay of tacit and explicit knowledge.

  16. “knowledge spiral processes”

  17. What does it look like in the TPD context ?

  18. What can we learn from this model? William (2009) used this model to drive their approach to Teacher Professional DevelopmentFundamental insight from this model is that knowing something is not the same as being able to do it (Nonaka and Takeuchi 1995)“Teachers need to be supported to reflect on their practice in systematic ways, to build their accessible knowledge base and perhaps more importantly, to learn from their mistakes” William (2009).

  19. Can we apply this model? Can we show evidence for the various modes of knowledge conversion in our TPD courses? Do we effective use the knowledge spiral processes including “sharing experiences, dialogue, networking and learning by doing” ?What does the literature say about the use of this model in TPD ?

  20. The way forwardNomvuyo

  21. Way forward and Recommendations Identifying gaps School support or follow-up strategySupport and accountabilityForming sustainable PLC within the schoolsForming sustainable PLC within the districts and neighbouring schools

  22. Identifying Gaps Face-to-face sessions scheduleNot enough support offered - follow-up, classroom Sharing platforms (PLC)More resources for teachersResources for learnersMore field workCritical reflection on Fundisa for Change processes

  23. Way forward and Recommendations More teacher support Using SECI model proposed aboveSECI model addresses all the challenges Seek more funding need to invest in TPD in a more cost effective wayCreate platform for reflecting in our practice

  24. Way forward and Recommendations Support and accountabilityForming sustainable PLC within the schoolsForming sustainable PLC within the districts and neighbouring schools

  25. Thank You

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