A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation
Teachers are grappling with increased pressure and expectations to facilitate transformative education experiences, the kinds of experiences that cultivate dispositions and skillsets essential for young peoples’ preparedness to imagine and create sustainable futures. As expectations for teachers gro...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2024-04-01
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| Series: | Australian Journal of Environmental Education |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062624000223/type/journal_article |
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| author | Abbey MacDonald Kim Beasy |
| author_facet | Abbey MacDonald Kim Beasy |
| author_sort | Abbey MacDonald |
| collection | DOAJ |
| description | Teachers are grappling with increased pressure and expectations to facilitate transformative education experiences, the kinds of experiences that cultivate dispositions and skillsets essential for young peoples’ preparedness to imagine and create sustainable futures. As expectations for teachers grow, so too do initiatives intended to assist their efforts, such as the advent of classroom-ready education resources. The rise of educational resources gives cause for closer examination of how they are developed, particularly with respect to the ways they situate content in the deployment of curricular, methodological and pedagogical concepts. This article presents a practice and process of education resource creation using multi-modal content that entangles global education and conservation agendas. Through the mediating lens of UNESCO’s pillars of education, a critical discussion of the utility of these for enabling and inhibiting the articulation of a professional practice for education resource creation is offered. With the imperative for sustainability-focused education and prevalence of education resources being produced to support this, we scrutinise the importance of demystifying the professional practice of education resource creation. In doing so, we point to insights that become available when the curricular, pedagogical and methodological concepts informing education resource creation are made transparent and accessible. |
| format | Article |
| id | doaj-art-d5c1a578ef134f5fae782a280bb72277 |
| institution | Kabale University |
| issn | 0814-0626 2049-775X |
| language | English |
| publishDate | 2024-04-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Australian Journal of Environmental Education |
| spelling | doaj-art-d5c1a578ef134f5fae782a280bb722772025-08-20T03:41:47ZengCambridge University PressAustralian Journal of Environmental Education0814-06262049-775X2024-04-014030532110.1017/aee.2024.22A Water[shed] Moment for Articulating a Professional Practice of Education Resource CreationAbbey MacDonald0https://orcid.org/0000-0003-4774-0244Kim Beasy1https://orcid.org/0000-0002-5998-1419Faculty of Education, University of Tasmania, Launceston, Tasmania, AustraliaFaculty of Education, University of Tasmania, Launceston, Tasmania, AustraliaTeachers are grappling with increased pressure and expectations to facilitate transformative education experiences, the kinds of experiences that cultivate dispositions and skillsets essential for young peoples’ preparedness to imagine and create sustainable futures. As expectations for teachers grow, so too do initiatives intended to assist their efforts, such as the advent of classroom-ready education resources. The rise of educational resources gives cause for closer examination of how they are developed, particularly with respect to the ways they situate content in the deployment of curricular, methodological and pedagogical concepts. This article presents a practice and process of education resource creation using multi-modal content that entangles global education and conservation agendas. Through the mediating lens of UNESCO’s pillars of education, a critical discussion of the utility of these for enabling and inhibiting the articulation of a professional practice for education resource creation is offered. With the imperative for sustainability-focused education and prevalence of education resources being produced to support this, we scrutinise the importance of demystifying the professional practice of education resource creation. In doing so, we point to insights that become available when the curricular, pedagogical and methodological concepts informing education resource creation are made transparent and accessible.https://www.cambridge.org/core/product/identifier/S0814062624000223/type/journal_articleEducation resourceseducation resource creationinterdisciplinaritysustainable futuresteacher education |
| spellingShingle | Abbey MacDonald Kim Beasy A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation Australian Journal of Environmental Education Education resources education resource creation interdisciplinarity sustainable futures teacher education |
| title | A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation |
| title_full | A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation |
| title_fullStr | A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation |
| title_full_unstemmed | A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation |
| title_short | A Water[shed] Moment for Articulating a Professional Practice of Education Resource Creation |
| title_sort | water shed moment for articulating a professional practice of education resource creation |
| topic | Education resources education resource creation interdisciplinarity sustainable futures teacher education |
| url | https://www.cambridge.org/core/product/identifier/S0814062624000223/type/journal_article |
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