Evolution in an Environmental Education Course for Teachers

Abstract

This paper presents an account of developments in an environmental education course for practicing teachers. The course is open campus (its materials are packaged and sent to distant off-campus students) and has been running now for six years. This account reports some of the changes that have taken place as the course has been taught—changes that are responses to reflections on the course by both faculty and students. The view is taken that deliberate changes in course organization and practice and careful reflection on the outcomes of those changes ought to proceed together in a cyclic fashion, toward an improved understanding of the relationship between the course's theoretical rationale and its practical embodiment. Four such cycles of revision, are reported here.