This document is the eighth in a series of documents published by the North American Association for Environmental Education (NAAEE) as part of the National Project for Excellence in Environmental Education. This book offers recommendations for the basic knowledge and abilities educators need to provide high-quality environmental education (EE). These recommendations cover pre-service K-12 teacher education and EE courses for both formal and non-formal education. Recommendations also apply to those professionals who will serve as environmental educators full- and part-time. Contents include: (1) "Introduction"; (2) "Environmental Education: A Vision for the Future"; (3) "The Instructional Vision of Environmental Education"; (4) "How To Use These Guidelines"; (5) "Theme #1--Environmental Literacy"; (6) "Theme #2--Foundations of Environmental Education"; (7) "Theme #3--Professional Responsibilities of the Environmental Educator"; (8) "Theme #4--Planning and Implementing Environmental Education Programs"; (9) "Theme #5--Fostering Learning"; and (10) "Theme #6--Assessment and Evaluation." (CCM)

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).

Guidelines For The Preparation And Professional Development Of Environmental Educators

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Environmental education has often blurred the distinction between ecological science and environmental advocacy. Growing public awareness of environmental problems and desire for action may be contributing to this blurring. There is a need to clarify the distinction between the role of ecological science and the role of social and political values for the environment within environmental education. This book addresses this need by examining the changing perspectives of ecology in education and the changing perspectives of education in environmental education. Guidelines are provided for assessing the science and education perspectives within environmental education, along with suggested frameworks for development of programs and resources that integrate current science, education and action. This book will be of interest to environmental educators, ecologists interested in environmental education, and curriculum and resource developers.