Browsing by Author "Reddy, Chris"

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    Environmental education and teacher development : engaging a dual curriculum challenge
    (Stellenbosch : Stellenbosch University, 2011-09) Reddy, Chris; SU Language Centre; Heloise Davis
    Prof Chris Reddy was born and raised in the suburb of Grassy Park on the Cape Flats where he still resides today. He attended the English Church Primary School and was involved in local sport, representing the Crusaders soccer and cricket clubs at junior and senior levels. After matriculating at Heathfield High School he commenced his tertiary studies at the University of the Western Cape, where he obtained the following qualifi - cations: Secondary Teacher’s Diploma, Bachelor of Science, Bachelor of Science Honours and Master of Philosophy (Science Education). Subsequently he completed his PhD(Curriculum Studies)at Stellenbosch University. Prof Reddy served as a biology teacher at the Oaklands High School for more than a decade before taking up a position as a part-time lecturer/researcher at Stellenbosch University in 1997. He was appointed a full-time lecturer in 1999 and was promoted to senior lecturer (ad hominem) in 2003, to associate professor (ad hominem) in 2006 and to full professor in July 2011. He currently serves as the Chairperson (Head) of the Department of Curriculum studies, coordinates the Master of Education pro - gramme in curriculum studies, the Environmental Education Programme University of Stellenbosch (EEPUS) and serves on a number of committees in the Faculty of Education. Prof Reddy is a National Research Foundation-rated researcher and his research fields include teacher education (pre- and in-service), environmental education and curri culum studies. He regularly does presentations at national and international con - feren ces and has published and co-authored in all three fields with outputs ranging from peer-reviewed journal articles, book chapters, popular articles to research and tech nical reports. He was awarded research funding from statutory bodies as well as private foundations and funders, and co-ordinated a number of community outreach research and development projects in the Western Cape, Free State, Northern Cape, Mpumalanga, KwaZulu-Natal and the Northern Provinces. He has also served on the coordinating committees of national research projects in environmental education, regularly serves as an external examiner for higher degrees of other universities, serves as a reviewer for various journals and is on the editorial board of two international scholarly journals. Prof Reddy served as President of the Education Association of South Africa from 2008 to 2010.
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    Environmental education in teacher education : a viewpoint exploring options in South Africa
    (Environmental Education Association of Southern Africa, 2017) Reddy, Chris
    Environmental knowledge is often regarded as difficult to define and position in education in general and in teacher education in particular. This presents challenges for both knowledge production and for curriculum development for teacher education programmes. While many ‘traditional’ disciplines have well-defined knowledge bases developed over time, environmental education does not, and is also less easy to integrate into teacher education programmes. In this paper, the policy framework for teacher education in South Africa is explored so as to develop ideas for knowledge selection and inclusion in environmental education for professional (teacher) education in South Africa. The works of Short (2002) on mission/practical knowledge and of Ball, Sleep, Boerst and Bass (2009) on high-leverage practices in teacher education curricula are used as ways of doing in order to enable environmental education. It is contended that these processes can provide ideas to exploit the generative spaces that exist in national policy for inclusion of contextualised, issue-based knowledge for curriculum organisation and of practice-based processes in order that environmental issues and sustainability goals may be included in teacher education curricula in South Africa.
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    Environmental education, social justice and teacher education : enabling meaningful environmental learning in local contexts
    (HESA, 2021) Reddy, Chris
    Short (2010, 7) indicates that continued global population growth, technological advancement and subsequent burdens on the natural world from consumer demands during the 20th century has led to many environmental issues and concerns. According to (Edwards 2011) the resultant or consequent problems in the environment could reach levels that could push the planet to levels of ecological disaster. Evidence of ecosystem destruction, human induced climate change, social injustice and increasing economic strife is mounting in many parts of the world. Environmental Education (EE) has often been mentioned as an important response to the issues mentioned above, but if EE is to contribute to the transformation to sustainable living, teachers have a vital role to play. Thus, teacher education programmes need to prepare preservice adequately for these challenges arising in the 21st century. This exploratory theoretical article reviews approaches and ideas for the development of curriculum for environment related education in teacher education programmes. I draw on the work of Short (2002) related to place based collaborative knowledge production and Jickling and Wals (2008), active and co-operative learning in context, to inform curriculum development possibilities for EE. The research highlights the importance of active participation for meaningful environmental learning and presents arguments for including local environmental issues and knowledge development during the practicum as key activities to enable meaningful environmental learning and social justice in teacher education programmes.
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    In-service teachers' perspectives of pre-service teachers' knowledge domains in science
    (Education Association of South Africa, 2011) Botha, Louise; Reddy, Chris
    The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers' inferences regarding preservice teachers' performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development. © 2011 EASA.