Evaluating the impact of teaching/learning experiences during an environmental teacher education course

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Abstract
This paper reports on an evaluation of student learning during a post‐graduate environmental teacher education course. Questionnaires and journals were used to document student conceptions of environmental concern and environmental education; assess qualitative and quantitative changes in these conceptions and student environmental attitudes and behaviour; and elicit students' views of the effectiveness of different teaching methodologies in facilitating personal learning and attitude/behaviour changes. The results indicate that the course helped develop greater coherence in student conceptions of environmental concern, effected a shift in student conceptions of the nature of environmental education and facilitated the development of personal environmental attitudes and behaviour. Suggestions regarding improvements in teaching/learning approaches and techniques are made in the light of student responses.