Finding the Curriculum in the Environment

Fieldwork approaches to student learning in Initital Teacher Education

Research output: Contribution to journalArticle

Abstract

Abstract: In Scotland the introduction of A Curriculum for Excellence, (SEED, 2004) will give teachers the responsibility
to support children's learning to become active citizens. As a teacher educator with responsibility for the delivery of combined
Social Subjects to student teachers I am very aware of the ways in which they encompass an understanding of the social
and cultural environment and its engagement with the natural world. The complementary disciplines enable learners to
become reflexive participants in society, critically engaging with thinking about communities, social roles, politics, environment
and a focus on citizenship education highlights this further. The Social Subjects also provide students opportunities
to explore the concept of ‘habitus’ (Bourdieu, 1977), that is a way of understudying our place/being in the world and the
relationship between our perceptions of ourselves as individuals and our living in community with others. Bruner’s model
of representations of the world suggests three distinct phases in the development of understanding the world around us. In
the development of a critical understanding of concepts such as place, time and society in student teachers the street can
form an important locus for learning in an open, embodied and investigative way. This paper addresses the ways in which
holistic and collaborative engagement by student teachers of a local street underpins their understanding of the diverse
nature of ‘environmental education.’
Original languageEnglish
Pages (from-to)179-189
Number of pages10
JournalInternational Journal of Learning
Volume14
Issue number5
Publication statusPublished - Sep 2007

Fingerprint

student teacher
curriculum
teacher
learning
education
student
environmental education
Social Role
community
citizenship
educator
citizen
responsibility
politics
Society
time

Keywords

  • Embodied Learning
  • Habitus
  • Teacher Education
  • Fieldwork

Cite this

@article{14be5e513fff453cb94e189187ff4065,
title = "Finding the Curriculum in the Environment: Fieldwork approaches to student learning in Initital Teacher Education",
abstract = "Abstract: In Scotland the introduction of A Curriculum for Excellence, (SEED, 2004) will give teachers the responsibility to support children's learning to become active citizens. As a teacher educator with responsibility for the delivery of combined Social Subjects to student teachers I am very aware of the ways in which they encompass an understanding of the social and cultural environment and its engagement with the natural world. The complementary disciplines enable learners to become reflexive participants in society, critically engaging with thinking about communities, social roles, politics, environment and a focus on citizenship education highlights this further. The Social Subjects also provide students opportunities to explore the concept of ‘habitus’ (Bourdieu, 1977), that is a way of understudying our place/being in the world and the relationship between our perceptions of ourselves as individuals and our living in community with others. Bruner’s model of representations of the world suggests three distinct phases in the development of understanding the world around us. In the development of a critical understanding of concepts such as place, time and society in student teachers the street can form an important locus for learning in an open, embodied and investigative way. This paper addresses the ways in which holistic and collaborative engagement by student teachers of a local street underpins their understanding of the diverse nature of ‘environmental education.’",
keywords = "Embodied Learning, Habitus, Teacher Education, Fieldwork",
author = "Curtis, {Elizabeth Mary Brebner}",
year = "2007",
month = "9",
language = "English",
volume = "14",
pages = "179--189",
journal = "International Journal of Learning",
issn = "1447-9494",
publisher = "Common Ground Publishing",
number = "5",

}

TY - JOUR

T1 - Finding the Curriculum in the Environment

T2 - Fieldwork approaches to student learning in Initital Teacher Education

AU - Curtis, Elizabeth Mary Brebner

PY - 2007/9

Y1 - 2007/9

N2 - Abstract: In Scotland the introduction of A Curriculum for Excellence, (SEED, 2004) will give teachers the responsibility to support children's learning to become active citizens. As a teacher educator with responsibility for the delivery of combined Social Subjects to student teachers I am very aware of the ways in which they encompass an understanding of the social and cultural environment and its engagement with the natural world. The complementary disciplines enable learners to become reflexive participants in society, critically engaging with thinking about communities, social roles, politics, environment and a focus on citizenship education highlights this further. The Social Subjects also provide students opportunities to explore the concept of ‘habitus’ (Bourdieu, 1977), that is a way of understudying our place/being in the world and the relationship between our perceptions of ourselves as individuals and our living in community with others. Bruner’s model of representations of the world suggests three distinct phases in the development of understanding the world around us. In the development of a critical understanding of concepts such as place, time and society in student teachers the street can form an important locus for learning in an open, embodied and investigative way. This paper addresses the ways in which holistic and collaborative engagement by student teachers of a local street underpins their understanding of the diverse nature of ‘environmental education.’

AB - Abstract: In Scotland the introduction of A Curriculum for Excellence, (SEED, 2004) will give teachers the responsibility to support children's learning to become active citizens. As a teacher educator with responsibility for the delivery of combined Social Subjects to student teachers I am very aware of the ways in which they encompass an understanding of the social and cultural environment and its engagement with the natural world. The complementary disciplines enable learners to become reflexive participants in society, critically engaging with thinking about communities, social roles, politics, environment and a focus on citizenship education highlights this further. The Social Subjects also provide students opportunities to explore the concept of ‘habitus’ (Bourdieu, 1977), that is a way of understudying our place/being in the world and the relationship between our perceptions of ourselves as individuals and our living in community with others. Bruner’s model of representations of the world suggests three distinct phases in the development of understanding the world around us. In the development of a critical understanding of concepts such as place, time and society in student teachers the street can form an important locus for learning in an open, embodied and investigative way. This paper addresses the ways in which holistic and collaborative engagement by student teachers of a local street underpins their understanding of the diverse nature of ‘environmental education.’

KW - Embodied Learning

KW - Habitus

KW - Teacher Education

KW - Fieldwork

M3 - Article

VL - 14

SP - 179

EP - 189

JO - International Journal of Learning

JF - International Journal of Learning

SN - 1447-9494

IS - 5

ER -