References
- Alves, F. R. V. (2020). The Professional Didactics (PD): Implications for teacher education and the teaching of specific disciplines in Brazil. Revista Iberoamericana de Estudos em Educação, 15 (4), 1–22.
- Akyeampong, K., Lussier, K., Pryor, J., & Westbrook, J. (2013). Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33(3), 272–282. https://doi.org/10.1016/j.ijedudev.2012.09.006
- Azevedo, J. (2012). Nota de Apresentação: Supervisão, colegialidade e Avaliação [Editorial: Supervision, collegiality and evaluation]. Revista Portuguesa de Investigação, 12, 3–5.
- Barrable, A. (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1), 61. https://doi.org/10.3390/educsci9010061
- Bedford, T. (2022). Constructing a transformative sustainability pedagogy: Teacher empowerment for a sustainable future. Journal of Teacher Education for Sustainability, 24(1), 5–18. https://doi.org/10.2478/jtes-2022-0002
- Bing-You, R. G., Blondea, W., Dreher, G. K., & Irby, D. M. (2017). T2 (teaching & thinking)- in-action skills of highly rated medical teachers: How do we help faculty attain that expertise? Innovations in Education and Teaching International, 54(5), 409–417. https://doi.org/10.1080/14703297.2015.1093425
- Bogdan, R. C., & Biklen, S. K. (2010). Investigação qualitativa em educação: uma introdução à teoria e aos métodos [Qualitative research in education: An introduction to theory and methods]. Porto editor.
- Branco, S. M. (2002). Iara e a poluição das águas [Iara and water pollution]. Moderna Literatura.
- Carbo, L, Torres, F. S., Zaqueo, K. D., & Berton, A. (2019). Practical activities and teaching games in chemistry contents as an auxiliary tool in science teaching. Revista de Ensino de Ciências e Matemática, 10(5), 53–69.
- Chawla, L., & Cushing, D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452.
- Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619–642. https://doi.org/10.1002/pan3.10128
- Clark, C. (1993). Transformative learning. New Directions for Adult and Continuing Education, 57, 47–56. https://doi.org/10.1002/ace.36719935707
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer. http://dx.doi.org/10.4324/9780203224342
- Collado, S., Corraliza, J. A., Staats, H., & Ruíz, M. (2015). Effect of frequency and mode of contact with nature on children’s self-reported ecological behaviors. Journal of Environmental Psychology, 41, 65–73. https://doi.org/10.1016/j.jenvp.2014.11.001
- Correia, N., Camilo, C., Aguiar, C., & Amaro, F. (2019). Children’s right to participate in early childhood education settings: A systematic review. Children and Youth Services Review, 100(7), 6–88.
- Dabaja, Z. F. (2022). The Forest School impact on children: Reviewing two decades of research. Education 3–13, 50(5), 640–653.
- Dunn, M., Harrison, L. J., & Coombe, K. (2008). In good hands: Preparing research-skilled graduates for the early childhood profession. Teaching and Teacher Education, 24, 703–714.
- Engel, G. I. (2000). Pesquisa-ação [Action Research]. Educar, 16, 181–191.
- Esteves, M. L. (2008). Visão panorâmica da investigação-acção [Overview of action research]. Porto Editora.
- Farias, M., & Cândido, L. (2019). Use of ludic didactic-pedagogical materials by PROFMAT effects and its influence on learning in mathematics in Alagoas. Revista de Ensino de Ciências e Matemática, 10(6), 340–359.
- Fedosejeva, J., Boče, A., Romanova, M., Iliško, D., & Ivanova, O. (2018). Education for sustainable development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the Anthropocene age. Journal of Teacher Education for Sustainability, 20(1), 157–179. https://doi.org/10.2478/jtes-2018-0010
- Feldman, A., Altrichter, H., Posch, P., & Somekh, B. (2018). Teachers investigate their work. An introduction to action research across the professions. Routledge. https://doi.org/10.4324/9781315398822
- Ferreira, M. E., André, A. C., & Pitarma, R. (2019). Potentialities of thermography in ecocentric education of children: An experience on training of future primary teachers. Sustainability, 11(9), 2668. https://doi.org/10.2478/jtes-2021-0010
- Ferreira, M. E., & Pitarma, R. (2021). Enhancing ecocentric environmental attitudes: An experience of science teaching to inspire students to value trees. Journal of Teacher Education for Sustainability, 23(1), 132–149. https://doi.org/10.2478/jtes-2021-0010
- Fontes, P. J. (2004). Action competence as an integrating objective for environmental education. Canadian Journal of Environmental Education, 9, 148–162.
- Ghorbani, S., Jafari, S. E. M., & Sharifian, F. (2018). Learning to be: Teachers’ competences and practical solutions. Journal of Teacher Education for Sustainability, 20(1), 20–45. https://doi.org/10.2478/jtes-2018-0002
- Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10–34. https://doi.org/10.7721/chilyoutenvi.24.2.0010
- Giusti, M., Svane, U., Raymond, C. M., & Beery, T. H. (2018). A framework to assess where and how children connect to nature. Frontiers in Psychology, 8, 2283. https://doi.org/10.3389/fpsyg.2017.02283
- González-Weil, C., Cortéz, M., Bravo, P., Ibaceta, Y., Cuevas, K., Quiñones, P., Maturana, J., & Abarca, A. (2012). Approach to inquiry as orientation to science teaching: A study about innovative practices of science teachers in secondary education classrooms of the Region of Valparaiso, Chile. Estudios Pedagogicos, 38(2), 85–102. https://doi.org/10.4067/S0718-07052012000200006
- Gustafsson, P. E., Szczepanski, A., Nelson, N., & Gustafsson, P. A. (2011). Effects of an outdoor education intervention on the mental health of schoolchildren. Journal of Adventure Education and Outdoor Learning, 12(1), 63–79.
- Gutierez, S. B., & Kim, H. B. (2018). Peer coaching in a research-based teachers’ professional learning method for lifelong learning: A perspective. Alberta Journal of Educational Research, 64(2), 214–221.
- Hansen, A. S., & Sandberg, M. (2020). Reshaping the outdoors through education: Exploring the potentials and challenges of ecological restoration education. Journal of Outdoor and Environmental Education, 23, 57–71. https://doi.org/10.1007/s42322-019-00045-3
- Harvey, D. J., Montgomery, L. N., Harvey, H., Hall, F., Gange, A. C., & Watling, D. (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school students. Journal of Environmental Psychology, 67, 101381. https://doi.org/10.1016/j.jenvp.2019.101381
- Heasly, B., Lindner, J., Iliško, Dz., & Salīte, I. (2020). From initiatives, to insights, to implementation of the sustainability and securitability agenda for 2030. Discourse and Communication for Sustainable Education, 11(1), 1–4. https://doi.org/10.2478/dcse-2020-0001
- Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Open University Press.
- Jensen, B. B., & Schnack, K. (2006). The action competence approach in environmental education. Environmental Education Research, 12, 471–486. https://doi.org/10.1080/13504620600943053 (Original work published 1997)
- Jimenez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., & James, P. (2021). Associations between Nature Exposure and Health: A Review of the Evidence. International Journal of Environmental Research and Public Health, 18(9), 4790. https://doi.org/10.3390/ijerph18094790
- Kyle, W. C. (2020). Expanding our views of science education to address sustainable development, empowerment, and social transformation. Disciplinary and Interdisciplinary Science Education Research, 2, 2.
- Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
- Mata, A., Hernández, P., & Centeno, G. (2018). Reflective practice in postgraduate teachers, understand to transform. Innoeduca. International Journal of Technology and Educational Innovation, 4(1), 36–43. https://doi.org/10.24310/innoeduca.2018.v4i1.3594
- DGE (Direção Geral da Educação). (2016). Orientações Curriculares para a Educação Pré-Escolar [Curriculum Guidelines for Preschool Education]. Ministério da Educação.
- O’Sullivan, M. (2006). Lesson observation and quality in primary education as contextual teaching and learning processes. International Journal of Educational Development, 26(3), 246–260. https://doi.org/10.1016/j.ijedudev.2005.07.016
- Pegalajar-Palomino, M., Burgos-García, A., & Martinez-Valdivia, E. (2021). What does education for sustainable development offer in initial teacher training? A systematic review. Journal of Teacher Education for Sustainability, 23(1), 99–114. https://doi.org/10.2478/jtes-2021-0008
- Perrenoud, P., Altet, M., Lessard, C., Paquay, L. (dir.). (2008). Conflits de savoirs en formation des enseignants. Entre savoirs issus de la recherche et savoirs issus de l’expérience [Knowledge conflicts in teacher training. Between knowledge derived from research and knowledge derived from experience]. De Boeck.
- Piaget, J. (1970). Epistemologia Genética [Genetic Epistemology]. Petrópolis.
- Piasentin, F. B., & Roberts, L. (2018). What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand. Environmental Education Research, 24(5), 694–715.
- Pyle, R. M. (1993). The thunder tree: Lessons from an urban wildland. Houghton Mifflin.
- Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
- Riel, M. (2017). Understanding action research. Pepperdine University, Center for Collaborative Action Research. https://base.socioeco.org/docs/center_for_collaborative_action_research.pdf
- Robinson, L., & Vaealiki, S. (2018). Ethics and pedagogy at the heart of early childhood education for sustainability. In J. M. Davis (Ed.), Young children and the environment. Early education for sustainability (pp. 103–123). Cambridge University Press. https://doi.org/10.1017/CBO9780511845390.007
- Salīte, I., Drelinga, E., Iliško, D., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152. https://doi.org/10.1515/jtes-2016-0020
- Salīte, I., Fjodorova, I., & Ivanova, O. (2020). Editorial: Does the JTES help us create deeper personal meanings for sustainable education? Journal of Teacher Education for Sustainability, 22(1), 1–6. https://doi.org/10.2478/jtes-2021-0011
- Salīte, I, Fjodorova, I., & Ivanova, O. (2021). Editorial: Towards more personal and integrated understanding of the sustainability phenomenon Journal of Teacher Education for Sustainability, 23(1), 1–4. https://doi.org/10.2478/jtes-2021-0001
- Salīte, I, Fjodorova, I., Butlere, I., & Ivanova, O. (2021). More personal knowledge for more sustainable higher education. Journal of Teacher Education for Sustainability, 23(1), 150–165. https://doi.org/10.2478/jtes-2021-0011
- Salīte, I., Fjodorova, I., & Ivanova, O. (2022). Editorial: When our will is big, the obstacles are small! Journal of Teacher Education for Sustainability, 24(1), 1–4. https://doi.org/10.2478/jtes-2022-0001
- Santana, E. M., & Rezende, D. B. (2007). Alchemical speedway: The use of games in chemistry teaching in the light of the Vygotsky´s theories and content analysis. In Encontro de Pesquisa em Ensino de Química, 4, São Paulo (USP), Anais: São Paulo.
- Soga, M., & Gaston, K. J. (2016). Extinction of experience: The loss of human-nature interactions. Frontiers in Ecology and the Environment, 14(2), 94–101. https://doi.org/10.1002/fee.1225
- Sumaryanta, Mardapi, S., Sugiman, & Herawan, T. (2019). Community-based teacher training: Transformation of sustainable teacher empowerment strategy in Indonesia. Journal of Teacher Education for Sustainability, 21(1), 48–66. https://doi.org/10.2478/jtes-2019-0004
- Thompson, C. W., Aspinall, P., & Montarzino, A. (2008). The childhood factor: Adult visits to green places and the significance of childhood experience. Environment and Behavior, 40(1), 111–143. https://doi.org/10.1177/0013916507300119
- Trigo, E., & Santoli. (1982). O Belo Riozinho [The Beautiful River]. Cedibra: Rio de Janeiro.
- Tsevreni, I. (2021). Nature journaling as a holistic pedagogical experience with the more-than-human world. Journal of Environmental Education, 52(1), 14–24. https://doi.org/10.1080/00958964.2020.1724854
- UNESCO. (2008). Education for sustainable development policy dialogue: EFA ESD dialogue: Educating for a sustainable world. UNESCO.
- UNESCO. (2012). Education for sustainable development: Sourcebook. https://unesdoc.unesco.org/ark:/48223/pf0000216383
- UNESCO. (2018). Issues and trends in education for sustainable development. https://en.unesco.org/sites/default/files/issues_0.pdf
- UNESCO. (2019). Roadmap for implementing the Global Action Programme on education for sustainable development. http://unesdoc.unesco.org/images/0023/002305/230514e.pdf
- UNESCO. (2021). Learn for our planet – A global review of how environmental issues are integrated in education. https://unesdoc.unesco.org/ark:/48223/pf0000377362
- UNESCO. (2021a). Repenser nos futurs ensemble: un nouveau contrat social pour l’éducation. Rapport de la commission internationale sur les futurs de l’éducation [Rethinking our futures together: A new social contract for education. Report of the International Commission on the Future of Education.]. https://unesdoc.unesco.org/ark:/48223/pf0000379705
- Vygotsky, L. S. (1989). A formação social da mente [The social formation of the mind]. Martins Fontes.
- Vygotsky, L. S. (1994). Pensamento e linguagem [Thought and language]. Martins Fontes.
- Wals, A. E. J. (2015). Beyond unreasonable doubt. Education and learning for socio- ecological sustainability in the Anthropocene. Wageningen University.
- Wals, A. E. J., & Lenglet, F. (2016). Sustainability citizens: Collaborative and disruptive social learning. In R. Horne, J. Fien, B. Beza & A. Nelson (Eds.), Sustainability citizenship in cities: Theory and practice (pp. 52–66). Routledge.