Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

  • Giuliano Reis Faculty of Education at the University of Ottawa, Canada
  • Harveen Sandhu Genvironment, Canada
DOI: https://doi.org/10.24109/2176-6673.emaberto.35i115.5424
Keywords: science teacher education, community-based learning, place-based pedagogy, community garden

Abstract

The purpose of this experience report is to share and reflect on the authors’ views and experiences of adopting a place-based pedagogy in a community garden to create a science learning space within an institutionalized teacher education program in Ottawa, Canada. The situations described here are based on loose (autobiographical) recollections of events that occurred over the last five years in science methods courses taught by the first author while taking student teachers on a field trip to a local urban community garden. In addition, we present a sample of selected informal feedback collected from participants in support of our argument that noninstitutionalized outdoor urban spaces can provide valuable opportunities to enrich science student teachers’ experience in teacher education programs. 

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Author Biographies

Giuliano Reis, Faculty of Education at the University of Ottawa, Canada

Has PhD in Sicence Education (University of Victoria, Canada), and is an Associate Professor at the Faculty of Education at the University of Ottawa, Canada.

Harveen Sandhu, Genvironment, Canada

Has a Master of Education (University of Ottawa, Canada) and works for Genvironment. She is also a Research Assistant with the Isha Foundation’s Save Soil Campaign.

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Published
02-02-2023
Issue
Vol 35 No 115 (2022): Espaços de formação de professores
Section
points of view - What do other experts think?
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