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Descriptors:
Preservice Teacher Education; Natural Resources; Guidelines; Education Courses; Teacher Education Programs; Professional Development; Elementary Secondary Education; Environmental Education

Abstract:
Guidelines for the Preparation and Professional Development of Environmental Educators is a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply: (1) Within the context of pre-service teacher education programs and environmental education courses offered to students with varied backgrounds such as environmental studies, geography, liberal studies, or natural resources; (2) to the professional development of educators who will work in both formal and nonformal educational settings, offering programs at the pre-kindergarten through 12th grade levels; and (3) to full-time environmental educators as well as for those for whom environmental education is just one of their responsibilities. This document presents an ambitious overview of the abilities and knowledge of a well-prepared environmental educator. The guidelines provide a mechanism for gauging the quality of pre-service and in-service preparation programs and the abilities of environmental educators. Instead of offering fixed rules, these guidelines suggest a broad vision--a goal to work toward and a guide for professional and programmatic development. The guidelines are grounded in a common understanding of effective environmental education. For many environmental educators, that understanding is rooted in two founding documents of the field: the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO, 1978). This guide is organized around six themes. Each theme describes a skill area that must be included in the training of an environmental educator, and a sample format for the "Guidelines" is provided. Each theme is accompanied by references at the end, and appended are: The Executive Summary, Excellence in Environmental Education, and Guidelines for Learning (Pre K-12). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Camping; Conservation Education; Educational Programs; Facility Improvement; Instructional Improvement; Natural Resources; Objectives; Outdoor Education; Parks; Recreation; School Districts

Abstract:
The document describes how outdoor education in the Bloomfield Hills School District of Michigan can be traced to 1957, when elementary school students participated in a resident outdoor school experience for a week. In 1968, a committee on outdoor education was formally organized. The committee developed a rationale and objectives for outdoor education for the Bloomfield Hills schools. The broad objective topics which provide the rationale are: (1) an appreciation of natural resources; (2) improved instruction in science, language, arts, social studies; (3) development of recreational skills in the outdoors; (4) social experience; (5) community service; and (6) aesthetic awareness. In the document, it is noted that the outdoor/conservation education program and facilities are essential to this community, since the city has no public parks or recreation areas, and the school sites must serve as neighborhood parks. Future plans relate to youth involvement in the development of facilities, the development of a school garden-farm program, and informing patrons of the school district as to program progress. (AN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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