Enhancing Agency and Action in Teacher Education in Zimbabwe

Abstract

In this chapter we use a case study of teacher education in Zimbabwe to review a professional development model for mainstreaming environment and sustainability education (ESE). The process is driven by a collaborative and practice - based course design where participants work towards a change project in their professional work context. An institutional change project approach was developed within a work - together / work - away process in a Rhodes University teacher education course undertaken in partnership with the Southern African Development Community Regional Environmental Education Programme (SADC REEP).