Developing an ecological approach to science teacher education

This thesis documents the research I have undertaken as a science specialist in a teacher training institution in higher education. It details the epistemological transformation I have undergone in coming to claim that I have developed an ecological approach to science teacher education. The thesis contends that the improvement of planetary well-being needs to be premised upon developing a way of thinking which is antithetical to the dominant technical rational form of logic and epistemology adopted by much of the western world. I propose that a particular perception of science, and the forms of knowledge it can generate, has played a role in promoting these epistemologies. The thesis suggests an approach to science teacher education which demonstrates that science is an ecological act is necessary; one which can highlight the importance of understanding the relational, dynamic and provisional nature of knowledge. I also recognise that the manner in which education is undertaken is as important as what is taught and suggest that the development of mutually respectful educational relationships are necessary for developing ecological epistemologies. The action research methodology adopted for the study reflects the transformational nature of knowledge generation by charting the two action-reflection cycles undertaken throughout the research process. Through this research, and consequently by defining an ecological approach to science teacher education, I have been able to articulate and theorise the manner in which I live out my practice. In doing so I suggest that I have provided an explanation of my pedagogy which demonstrates the interrelated nature of values, curriculum, and the way in which I taught. The thesis provides suggestions for science teacher educators and science teachers that may help in reconceptualising science which may contribute to developing a way of thinking and working that is necessary for improving planetary well-being.