Mainstreaming Environmental Education in the Teacher Education Curriculum in the Philippines

Rebecca Rosario Oroña Bercasio

Abstract


In the Philippines, environmental education is a mandate, and in the higher education level, the teacher education programs and teacher educators are recognized as key players in the reorientation of education to address sustainability [1], hence can serve as context for environmental education.   During the first semester of the 2016-2017 school year this pilot study tested Teacher Education lessons integrated with environmental concepts and values using DENR EE materials among the 2420 third year Teacher Education students in eight institutions of the National Network of Normal Schools (3NS). Data were collected using a validated researcher-made Environmental Values Self-Assessment Method and Environmental Concepts and Principles Test. Qualitative data were collected through class observations, focus group conversations, interviews and authentic student evaluation outputs. The t-test between the pre-test and post-test means (4.838) showed a substantial improvement in the EA test at a level of 0.05 significance across all ten disciplines in eight institutions. The EE mainstreaming in the Teacher Education curriculum using DENR EE materials and researcher-made and/or searched EE materials was found effective in enhancing the level of competence of the students in terms of environmental concepts and principles.  Institutionalization of the mainstreaming of environmental education in the teaching curriculum and the cross-cutting inclusion of EA in higher education programs by national policy is strongly recommended.

Keywords


environmental competence; environmental education; integrative approach; normal school; teacher education

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DOI: http://doi.org/10.11591/ijere.v11i2.21748

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