Open Journal of Social Sciences, 2025, 13(2), 101-116

https://www.scirp.org/journal/jss
ISSN Online: 2327-5960
ISSN Print: 2327-5952

Evaluating Teacher Preparation for

Reflective Practice and Community
Engagement: An Analysis of Assessment
Skills and Community-Focused
Curriculum for Trainee
Teachers

Batool Ishaque1, Sajid Masood2, Hareem Fatima2, Muhammad Abdullah Mahmood3,

Irfa Ahmer Paul2
1
Early Years Learning and Research, Lahore, Pakistan
2
Department of Education, School of Social Sciences and Humanities, University of Management and Technology, Lahore,
Pakistan
3
Institute of Administrative Sciences, University of the Punjab, Lahore, Pakistan.

How to cite this paper: Ishaque, B., Masood, Abstract

S., Fatima, H., Mahmood, M. A., & Paul, I.
A. (2025). Evaluating Teacher Preparation This study investigates the adequacy of teacher preparation programs in equip-
for Reflective Practice and Community En- ping future educators with assessment skills and a curriculum orientation
gagement: An Analysis of Assessment Skills conducive to reflective practice and community engagement. Using directed
and Community-Focused Curriculum for
Trainee Teachers. Open Journal of Social
content analysis, the research examines a four-year B.Ed. program curriculum
Sciences, 13, 101-116. against established frameworks from UNESCO and national education author-
https://doi.org/10.4236/jss.2025.132007 ities. Results indicate that while cognitive and instructional competencies are
well supported, the curriculum lacks sufficient focus on developing social-
Received: January 5, 2025
Accepted: February 14, 2025
emotional and behavioral skills essential for reflective teaching and community
Published: February 17, 2025 involvement. The study findings show two main themes. Among these themes,
one was for assessment of teaching/reflective practice. This main theme in-
Copyright © 2025 by author(s) and cludes 6 sub-themes that were, evaluating instruction, knowledge & skills for
Scientific Research Publishing Inc.
assessing learning outcomes, evaluating lesson plans, assessing learning envi-
This work is licensed under the Creative
Commons Attribution International ronment, evaluating curriculum, and improving instruction/reflective teach-
License (CC BY 4.0). ing. The other main theme was community involvement. This theme also in-
http://creativecommons.org/licenses/by/4.0/ cludes 3 sub-themes that were, community-based projects, raising awareness,
Open Access and collaboration. The research addresses the need for a more comprehensive
approach to teacher preparation that incorporates critical thinking, active
community participation, and continuous reflective practice.

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B. Ishaque et al.

Keywords
Teacher Preparation, Reflective Practice, Community Engagement,
Assessment Skills, Curriculum Development

1. Introduction
The Environmental issues are dreadful in Pakistan as in other parts of the world
plus the level of awareness to resolve such issues as a community and contribution
in solving the issues is extremely low. The only workable solution to aware the
public at large and turn them to be agent of change is by educating young minds
through experiential, place-based and Nature-based education which can only be
possible through training the prospective teachers to teach the EE not only the
content but also skills required to get involved in nature exploration and care of
the environment. Further, UNESCO also declares that Environmental Education
must be a core curriculum component by 2025.
As Herbert Spencer, the social scientist rightly said the role of education is not
knowledge but to provoke action (Liu, Li, & McLean, 2017). SDGs by the United
Nations is a global movement that demands inclusive, sustainable education for
all, and this includes environmental care to stop the negative impact of climate
change and further improve quality of life on Earth (Vasimalai & Parveen, 2018).
All these require professional competencies from the teacher. While the teacher
education degree programs are regularly upgraded following the rules of HEC
(Riaz, Jabeen, Salman, Ansari, & Mozzam, 2017), the teacher education programs
offered in universities within the country have not included the environmental
education and Nature-based education as the main course nor as major topics in
any of the course outline (Kalsoom & Qureshi, 2021). Since Early Years and pri-
mary grade level is the age when the personality is formed, the impact of such
teacher preparation programs which ignores the environmental education is a big
question in meeting the goals set by UNESCO for ESD. For the students to interact
with the environment there must be included activities like gardening, bird watch-
ing, or nature walks to show how children can observe and interact with the envi-
ronment.
The research in preschool and elementary grade school settings is essential to
investigate the teachers’ perspectives, practices, and skills regarding EE. Similarly,
research on pre-service teachers’ perspective, knowledge, and attitudes on EE will
help in mapping the position of Teacher education programs, and the research
will provide guidelines for improvement in EE and ultimately help in achieving
the SDGs through effective teaching (Bruijns et al., 2020).
There is a need for research to study the components essential for environmen-
tal education in teacher education programs for elementary grade teachers. To
investigate what content knowledge and instructional and technological skills are
required by the teachers which needs to be incorporated in the teacher education

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 B. Ishaque et al.

programs so the teachers attain the knowledge and skills required to educate
young children about environmental care and help the healthy development of
children in the Natural Environment. The detailed content analysis of the teacher
education B.Ed. elementary curriculum helped to look deep inside the plus points
and lacking within the program. This study will help in bringing reform to the
curriculum to make it more environmentally friendly.

2. Statement of the Problem

There is little information as to what extent teachers are equipped to meet the
challenges of environmental degradation and are the teachers receiving proper
training to teach such topics effectively and to bring changes in all three dimen-
sions in learners; that are knowledge, skills, and behavior. To recognize the im-
portance of teacher education in ESD and the necessity of ESD research specifi-
cally on environmental topics in Pakistan, this study explored the status of ESD
with specific reference of environmental education in the teacher education of
Pakistan; the study was designed to explore the components of environmental
topics and sustainability of the natural environment in B.Ed. Honors curriculum
and fill the gap in the literature.

3. Research Objectives
1) To investigate the preparation of trainee teachers for the assessment of teach-
ing or reflective practice.
2) To identify the courses or topics which prepare the teachers for community
involvement.

4. Research Questions
This study is guided by the following research questions:
1) How are the teachers prepared for Assessment of Teaching/Reflective Prac-
tice?
2) Are the teachers’ being trained to contribute to the community?

5. Significance of the Study

Building capacity of teachers is the key factor in facilitating the learners to transit
and transform for sustainable ways of life. To guide the learners, the educators
themselves need to be equipped with the right knowledge, skills, values, and be-
haviours that are required for the transformation. “Leaders and staff of teachers
colleges should include systemic and ESD capacity development in pre-service
and in-service training and assessment of teachers in preschool, primary, second-
ary, and higher education. This will include the learning content specific to SDG
as well as pedagogies of transformative nature that help to bring about decision
making and actions finally (UNESCO, 2020).
The Higher Education Institutes around the world are contributing to the
global agenda of SDGs, HEC of Pakistan has initiated many programs related to

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B. Ishaque et al.

tertiary education, environmental sciences, and engineering. Higher educational

institutes in pakistan have not yet accommodated EE and sustainability in the core
areas of curriculum and content redesigning and comprehensive planning of
teacher education degree programs. Sustainability in HEIs of Pakistan in still in
the preliminary and introductory stage (Habib, Khalil, Khan, & Zahid, 2021).
This study would provide valuable findings for HEC, for the college and uni-
versity teachers and education institutes that desire to improve their teacher meth-
ods, content and restructure the curriculum after reflecting on the findings of the
study. This will be extremely useful in bringing up the positive change in the fast-
est rate in the behavior and attitude of children and they will be more aware and
more responsible if they learn the EE concepts through experiences in Nature. The
time spent in Nature develops the interaction between the children and the natural
environment which forces the children to care for the environment (Pont et al.,
2018) which is the basis of ESD.

6. Literature Review
6.1. Teacher Education
Teacher education includes the pre-service or initial preparation and the in-ser-
vice or continuing professional development of educators. The main aim of
teacher education is to make it a formal profession, improve students’ learning
outcomes and enhance the school performance. Teacher education is provided in
Teacher educational institutes, colleges, and universities. Globally some countries
have teacher certification requirement while some have teacher-education pro-
gram requirement while in some countries, government set standards for the ini-
tial preparation of teachers and for continuing education.
The TPACK framework for teacher education can be described as complex in-
teraction of three bodies of knowledge and skills, content, pedagogy, and technol-
ogy. This interaction of bodies of knowledge, both theoretical and in practice, pro-
duces the qualities in a teacher needed to successful teaching and learning process
(Harvey, Caro, Herring, Koehler, & Mishra, 2017).

6.2. ESD in Teacher Education

One of the essential factors for effective environmental education is teachers who
has been trained to teach EE. Teachers contribute an essential role in raising En-
vironmentally friendly citizens as they advocate for a sustainable world. The en-
vironmental teacher inspires students by practicing student-centered learning,
harnessing student strengths, demonstrating experiential teaching, collaborative
learning, techniques, involving external experts, and continuously planning bet-
ter ways to involve children in critical thinking and solving problems (Ergin,
2019).
Teachers who have strong environmental literacy knowledge, having support
from their schools, opportunity to have peer learning system, positive environ-
mental attitudes, environmental sensitivity, and receive environmental education

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 B. Ishaque et al.

could make real difference in the lives of students. The knowledge and skill in
choosing the right teaching methods, content, and teaching resources significantly
influence the quality of transformative learning. Moreover, the actions and atti-
tudes of teachers related to environment contribute greatly because they are the
role models for the students, therefore, EE must be included in teacher education
program (Mikerova, Sergeeva, Mardirosova, Kazantseva, & Karpenko, 2018; Uçar
& Canpolat, 2019). Teacher are playing the role of leaders in EE, as they influence
peers, principals, other schools, and community members to improve and inte-
grate teaching and learning practices regarding Environmental Education (Sukma,
Ramadhan, & Indriyani, 2020).
ESD in context of teacher education is evolving and emerging globally since
2005. In the beginning ESD was not addressed as the main emphasis was on the
core subjects and only the awareness and sensitizing about the environmental is-
sues were mainly the goals. Then, capacity development was given importance.
Later, the attitude was changed, and it gained importance in teacher education
while numerous teacher training institutes have policies related to ESD.
Still until now teacher education has not agreed upon standards worldwide,
sustainability is implemented unevenly; while the difficulty and depth of the prob-
lems related to education, sustainability and teacher education are enormous. All
these complex issues cannot be resolved only by implementing ESD, it requires
many sectors of the society and stakeholders to work together for the solution and
build a more sustainable world (McKeown & Hopkins, 2014).
Initially ESD was supported by individuals and institutes who were working on
their own to bring about the change. The change was brought about by introduc-
ing new policies to support sustainable practices within the institutes like growing
more plants, conserve water and energy and reduce waste production. Globally
Teacher Educational Institutes over a period have great deal of experience in ad-
dressing the issues related to sustainability by infusing ESD into Teacher Educa-
tion, Curriculum, Pedagogy, and professional development programs (McKeown
& Hopkins, 2014).
Research revealed that there are number of ways TEIs implemented ESD in
teacher education programs. Mission statement proved to be a powerful way to
address sustainability in teacher education as it served like a magnetic North which
aligned all the coursework and the content of the training program.
Introduction of new courses on ESD in Teacher Education program was an-
other way of integrating ESD, this involved developing syllabus and content list
for the course, as well as providing credentials of teacher educators who will be
teaching the course to show they have enough expertise. Another strategy to offer
ESD to practicing teachers was to create certificate program. While Assessment
and evaluation of the teacher educators, administrators, and the students on ESD
was an important way to deeply ingrained the newly practice in the system.
Inclusion of ESD in Teacher certification standards was also a proven way to
inculcate ESD in teacher education program. Accreditation standards for teacher
education institutes, Pedagogy, and quality education were mainly the ways by

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B. Ishaque et al.

which ESD became the part of teacher education.

It was also found through research that ESD was not being practiced by major-
ity of the TEIs around the world. UNESCO surveyed the challenges TEIs faced
while implementing ESD, and research suggested three repeated themes were lack
of financial resources, lack of awareness and support and lack of human resource.
Those teacher educational institutes which were working on ESD engaged in ac-
tion research and shared their experiences. To benefit from the wisdom built from
this research, UNESCO surveyed what was the greatest lessons learned? And the
major theme came forward as; changes in TEIs take time and persistence, building
faculty expertise is essential, support and commitment from administrators are
essential, support from ministries of education for the implementation of ESD
makes it easier, building network is essential, and financial constraints are being
faced by the teachers and institutions. These lessons learned came through years
of intense work which can be served as lighthouses for others to reliable route.
The pedagogy includes mostly to teach EE is:
1) Discussion Method
2) Inquiry-Based Learning
3) Assigned Reading
4) Using Community as Classroom
5) Experiential Learning
6) Outdoor Learning
7) Project-Based Teaching
While assessment and evaluation are an important responsibility of a teacher
without which learning process is incomplete. Literature review found these few
are the ways assessment is done by the teachers if they practice teaching EE. As-
sessment involves both; how the trainee teachers the being assessed and how the
trainee teachers are being prepared to assess the students’ learning.
1) Lesson Plan
2) Reflections
3) EE in Faculty Education Programs
4) Growing Partnership
5) Integrate EE in Initial Teacher Education Program
6) Building Support for EE
7) System Thinking
8) Collaboration for Cause
9) Professional Collaboration (Inwood & Jagger, 2013)
Research indicated few methods as most suitable to teach EE, focusing on per-
sonal relevance and active teaching method which include, engage in intentional
discussions, communicating with scientists and experts, addressing misconcep-
tions, and implementing school or community project (Monroe, Plate, Oxarart,
Bowers, & Chaves, 2019). UNESCO provides various examples for utilizing various
teaching methods for teaching SDGs, effectively that include, role play, debate, dis-
cussion, groupwork, project, case-study, investigation, excursions, analyze various

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 B. Ishaque et al.

issues, blog writing, research, interview, inquiry-based project, community service

ad involvement etc. (UNESCO, 2017).
21st Century skills for Teachers (Stelhe & Peters-Burton, 2019) includes knowledge
construction, real world problem solving, collaboration, skills for life, communica-
tion, use of ICT for learning and collaboration, and self-regulation. 21st century skills
are not only helpful for students to be successful in all areas of formal school, but
these are also necessary for a person to adapt and thrive in an ever-changing world.
These skills are equally important and essential for teachers as well.

6.3. Dimensions of ESD in Teacher Education Program

To achieve the goals of ESD, the learners need to take informed decision, reflective
thinker and an agent of change along with lifelong learners. In this respect ESD is
a transformational and holistic approach which addresses: 1) learning content and
outcomes, 2) pedagogy and the learning environment, 3) assessing and evaluating
learning outcomes and finally 5) achieving the purpose by transforming society
(UNESCO, 2014; Franzen, 2018).
The components of Environmental Literacy are:
• Awareness and sensitivity to the environment and environmental challenges.
• Knowledge and understanding of the environment and its challenges.
• Attitudes towards the care of environment improve environmental quality.
• Skills which can identify and help resolve environmental issues.
• Participation in activities that lead to the resolution of environmental chal-
lenges.
Environmental education does not advocate a particular viewpoint regarding
EE or decide any course of action, rather it teaches individuals to critically analyze
various aspects of any issue and weigh it to enhance their own problem solving
and decision-making skills (UNESCO, 2019). Environmental education includes
the exploration of ecological knowledge, environmental issues, problem solving
by taking action to improve the environment. As a result, the individual develops
a deeper level of understanding of environmental issues and have the skills to
make informed and responsible decisions (EPA, 2021).

6.4. Review of Research Studies Conducted in the International

Context
This section reviews the findings of the study conducted in the international con-
text to explore searches in the local databases yielded studies. A review of these
studies is presented below Table 1.

6.5. Review of Research Studies Conducted in the Pakistani

Context
This section reviews the findings of the study conducted in the Pakistani context
to explore searches in the local databases yielded studies. A review of these studies
is presented below Tables 2-3.

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B. Ishaque et al.

Table 1. A summary table for international research studies.

Research Participants, sample

Authors Aim Setting Major Findings
methods selection
It aims to determine the
The result showed that most of
opinions and knowledge
Community (rural the teachers agreed upon the
Sukma et al. of teachers regarding the Survey Elementary grade
and urban West importance of integration of EE
(2020) integration of Method teachers (n = 128)
Sumatra) Indonesia. in the elementary grade
environmental education
schools.
in the elementary schools.
The aim of this research It was found that the
Ergin
was to determine the Survey Trainee Teacher Trakya University Environmental awareness of
Demirali
environmental awareness Method (n = 532) (Edirne) Türkiye. the candidate teachers was very
(2019)
of teacher candidates. high.
Most knowledgeable Colleges & The results imply that the
The aim is to find out the
Faculty on EE from universities with faculty members are completely
Franzen. teaching method and Survey
Institute offering ETEPs in Illinois, including EE but still there are
Rebecca assessment method for Method
ETEP from 4 States of Iowa, Minnesota, & gaps in meeting the
EE practices.
US (n = 66) Wisconsin. competencies in EE.
The findings propose that
factors that impact student
teacher learning for
Peer reviewed sustainability require in-depth
The aim was to study the
published articles in exploration to draw reliable
sustainability pedagogies Content Research Articles
English on the initial conclusions and inform
in initial teacher Analysis (n = 17)
Teacher preparation pedagogical decisions that can
education.
for EE. best support the development
of prospective teachers’
understanding, thinking and
ability to employ sustainability.
Martha C. Personal relevance and active
Monroe, teaching as the main teaching
Articles having
Richard R. Articles on strategies, which include,
Focusing on teaching climate change
Plate, Annie Content assessment of climate discussion, project
strategies for climate education teaching
Oxarart, Analysis change in EBSCO involvement, addressing
change education. strategies
Alison Bowers host database. misconception and meeting
(n = 49)
& Willandia A. experts are the most helpful
Chaves teaching strategies.

Table 2. A summary table for research studies in the Pakistani context.

Participants,
Research
Authors Aim sample Setting Major Findings
methods
selection
To assess the perception of trainee
Sohaib Sultan, teachers towards Environmental Federal
It was found that level of
Muhammad Awareness at tertiary level of Mix method: Trainee College of
Environmental Awareness was very
Ajmal, education in Pakistan and to survey and Teachers Education
high in the results of Post Test as
Muhammad compare the performance of control experimental. (n = 60) (Islamabad)
compared to Pre-Test results.
Farouq Lodhi and experimental groups of teachers Pakistan.
on Environmental

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 B. Ishaque et al.

Continued

Although considerable quantity of

environmental education had been
Awareness at Tertiary Level.
included to address the national and
Rafiullah, Dr. To explore the inclusion of All course
Content Government international challenges but there is
Md. Khalil, environmental education in the books from
analysis of books (KPK) lack of coherence in subject matter.
Dr. Zahor ul curriculum at elementary and grade 6 to
textbooks Pakistan. One common observation in all
Haq secondary levels of Khyber 10.
textbooks is lack of practical
Pakhtunkhwa province of Pakistan.
involvement of students in all those
propositions.

Table 3. A summary table for documents analyzed for initial coding and categories.

Type of
Document Year Major Topics Identified Sub topics
Document
Education for Individual transformation, societal transformation,
sustainable Learning environment, technological advances.
Book 2020
development: a Educator’s training. Green economy, sustainable production, and
roadmap. consumption.
Cultural diversity and tolerance, peace and
non-violence, human rights and gender equality,
Three-dimensional learning: environmental sustainability, sustainable
Education Project
2019 cognitive, social and emotional and consumption and production, human survival and
Content Up Close Document
behavioral. well-being, the three-pillar approach of ESD, social,
environmental and economics and sustainable
lifestyles.
History of Nature-based education, risk
Nature-based
Content, teaching methods, management, teaching methods, strategies,
Teachers’ Course
2020 assessment, teaching practice, play-based, rhymes, outdoor learning, place-based
Training by Outline
portfolio, planning, leadership, education, child developmental needs, community
EYLAR
involvement.
Education for
Learning Objectives, important topics
Sustainable Life under water, clean water and sanitation,
and content, 3 aspects of learning,
Development Book 2017 consumption and production, clean energy, climate
socio-emotional, behavioral and
Goals: Learning action.
cognitive, teaching methods.
Objectives.

7. Research Methodology
In achieving the goal of the research, the researcher had employed Qualitative re-
search. Content Analysis research design was used, it is a research method that can
be used to determine the existence of certain concepts within sets of texts in order
that the trend or occurrence of that concept becomes apparent (Colorado State
University, 2016). After knowing the trends, it can be used to evaluate and for fu-
ture planning and research. Rose, Spinks and Canhoto (Rose, Spinks, & Canhoto,
2015) state that the content analysis focuses on findings of both nature, that is man-
ifest and the latent content of the data. Manifest content refers to the categories in
a text which can be counted and clearly seen, therefore, it deals with the numerical-
based summary and does quantitative content analysis. While the latent content

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B. Ishaque et al.

analysis is discovering the meaning behind the manifest content, it deals with de-
scriptive analysis and interpretation is required, making the latent content analysis
a qualitative research method. Qualitative content analysis emphasizes its focus on
text interpretation. And the same approach of latent content analyze was employed
in this study as the researcher wanted to provide richer findings.
There are three different approaches to content analysis: conventional, directed,
and summative. All these three approaches are used to interpret meaning from
the content or text data. Directed content analysis is a deductive approach to qual-
itative analysis which starts with an existing theory or framework and utilize data
to either support or construct upon that framework. The results of the content
analysis using qualitative technique provided the current position for the investi-
gation of the curriculum about Environmental Education. The researcher uses the
directed content analysis method with manifest and the latent content so the re-
searcher can analyze deeper and interpret in detail.
To sum up, it can be stated that these two techniques, both latent and manifest
analysis are appropriate to be employed together in this study. They enable the
researcher to examine the large number of data systematically and then describe
the results of the analysis including the interpretation to grasp the meaning.
Hence, the components of EE in the curriculum of teacher education program can
be best presented through this research method.

7.1. Research Design

The current study is a qualitative study using directed content analysis research
design.
Research Context
The research study analyzed the Curriculum of B.Ed. Elementary degree pro-
gram by HEC. Some of the characteristics of these documents are mentioned in
Table 3.
Sampling, and Document Inclusion Criteria
The purposive sample, utilizing a criterion sampling technique was selected by
the researcher. Purposive sampling also known as judgmental sampling or sub-
jective sampling is a nonprobability sampling technique where the researcher de-
pends on their discretion to choose sample from the population. This helps the
researcher to filter out irrelevant data that do not fit into the context of the study
(Bernard, 2002).
The criterion sampling is a type of purposive sampling, it is a method of select-
ing sample based on certain criteria. Criterion sampling involves the selection of
sample based on some pre-established criteria. This criterion is of importance to
the research in significant way. This type of sampling helps to study a very specific
or narrow criteria and understand the implications of it. This enables to study the
content in depth and with emphasis (Patton, 2001; Denieffe, 2020).

7.2. Data Collection Method

Data are considered as one of the essential components in research. Data can be

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 B. Ishaque et al.

defined as a kind of information which researchers obtain about their research to

answer the research question. In this study, the data is qualitative in nature. The
qualitative data were gathered to find underlying meaning of the analysis results.
The nature of such data is direct observation.
The data was selected through purposive criterion sampling, the B.Ed. Elemen-
tary Curriculum by HEC. Duncan developed the nine-step procedure for content
analysis in 1989.

7.3. Data Analysis Methods

In this study the curriculum document is searched through website, then the
unit of analysis was decided, and initial codes were developed after extensive
research of relevant documents. The codes were searched in fixit pdf reader soft-
ware. The details of the terms found in the curriculum were saved for in depth
understanding. Hence, directed content analysis method was used in this study.
This means the theory and established framework for environmental education
for teacher education was extracted after thorough analysis from various docu-
ments and then those were converted into codes for word search of the curric-
ulum of B.Ed. Elementary. Then each word found has been analysed by the re-
searcher by reading the content of the curriculum in detail, and then record the
number of times the codes has been repeated in the document, with the details
of semester, course name, unit and further teaching and conceptual details. Fi-
nally, the codes were grouped into themes to make the data manageable and
understandable.

8. Findings
Theme One: Assessment of Teaching/Reflective Practice (Table 4)
Subtheme one: Evaluating Instruction
Subtheme two: Knowledge & Skills for Assessing Learning Outcomes
Subtheme Three: Evaluating Lesson Plan
Subtheme Four: Assessing Learning Environment
Subtheme Five: Evaluating Curriculum
Subtheme Six: Improving Instruction/Reflective Teaching
Assessment and evaluation of teaching, instructional planning, classroom man-
agement, curriculum, assessment, and evaluation of learning all were neglected
and totally ignored. So, no reflective practice knowledge and skills were given to
teachers.
Theme Two: Community Involvement (Table 5)
Subtheme one: community-based projects
Subtheme two: raising awareness
Subtheme three: collaboration
Community involvement, collaboration and raising awareness among the com-
munity including parents and neighborhood was totally absent within the curric-
ulum which is one of the essential elements of ESD.

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B. Ishaque et al.

Table 4. Theme three: assessment of teaching/reflective practice.

S.No. Sub-Themes In curriculum semester course Unit

1 Evaluating instruction Not mentioned
classroom
4 Guided practice and reflection
assessment
Knowledge and skills
Test development
2 for assessing learning Mentioned 8
and evaluation
outcome
Classroom observations practically,
student interview on good teacher.
3 Evaluating lesson plan Not Mentioned
Assessing learning
4 Not mentioned
environment
The teaching
Reflective teaching 4 Reflective teaching practice
5 Mentioned practicum
practice
Reflective journal
Evaluating Curriculum
6 Not Mentioned
Designing

Table 5. Theme four: community involvement.

S.No. Sub-Themes In curriculum semester course Unit

Community-based ICT in Unit-3: Collaborative Learning using ICTs
1 Mentioned 3
Projects Education (2 weeks - 4 hours) Unit Overview
2 Raising Awareness Not mentioned
3 Collaboration Not Mentioned

9. Discussion
This includes sub-themes, evaluating instruction, knowledge, and skills of as-
sessing learning outcomes, evaluating lesson plans, evaluating curriculum, as-
sessing learning environment and reflective teaching.
Reflective practice has positive impact on teaching, novice teachers need a con-
tinuous process of planning, implementing, and reflecting to improve their teach-
ing skills. Collaborative reflection with other trainee teaches experts not only help
to analyze their practices but also find solutions to various instruction related
problems. The experiential practice or learning by doing is the basic principle of
gaining in depth understanding and clarity, but doing is different from learning
because by doing teachers can more effectively involve in reflective process and
become conscious of their own actions (Zahid & Khanam, 2019).
We must not assume that reflective practice ca be easily embraced collectively,
if teachers of a school are not willing to benefit from reflection, they are unwilling
to have their ideas criticized, modified, blended with others or may be rejected.
For that reason, to benefit from peers, trainee teachers must know their role in the
collective team, to share their ideas and reflection, even if their ideas were later
rejected. A positive supportive culture is needed to allow free flow of ideas

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 B. Ishaque et al.

irrespective of their position.

Assessment of peer brings deeper understanding as research have found that
the quality off feedback didn’t impact the one who was being assessed, rather the
one who did the peer assessment. The person who provides the feedback after
observation gain the most as the act of reflection about others’ teaching practices
enhances their own understanding about teaching learning process. Therefore,
one must involve in reflecting upon the work of their peers, and this is how col-
laboration in reflection helps the institutes and teaching community in positive
ways. Without reflection on ideas and practices learning cannot happen, so an
open mindset is needed from the practitioners while engaging in collaborative re-
flection.
Community involvement and looking for possible solution, playing role in im-
proving the Environmental conditions was not a part of the analyzed curriculum.
Developing partnership or collaboration with other organizations committed to
environmental education or environmental cause can be an excellent way of edu-
cating teachers and providing opportunity to share expertise with the trainee
teachers. In this way issue of limited budget can be covered with different busi-
nesses and organizations collaborate with educational institutes, training insti-
tutes and schools (Hilary & Jagger, 2021).
The significance of community involvement of teachers s individuals as well as
representing the school is fostering multicultural awareness and caring to their
students, valuing local community culture, gaining community knowledge, devel-
oping culturally responsive pedagogies that facilitate students learning as well as
connecting with their communities are well practiced in western countries but
sadly not in our society (Yuan, 2018). Culturally responsive teaching, inclusion,
empathy, connectivity, and service all for environmental care leads the students
to learn similar beliefs and attitudes when they started playing the role from young
age along with their teachers.
The students and teachers together as community of learners can listen and
learn from each other’s experiences. They can create a community of learners in
heir own classrooms or schools. For instance, the conscious planning o continu-
ously reuse and recycle can be infuse as their rule infused by the students and
teachers together. The students must be encouraged as a community to create sen-
sitive relations with plants, insect and animals, collect objects from nature like
leaves, shells, pebbles or nut shells, to create art and craft from the collected object.
By spending time in nature children learn about plants, trees, do bird watching,
etc. the simple aim is to make students spend time outdoors in nature, so they get
connected with it, exercise their bodies, mind and souls, by deepening their ob-
servation of nature and attempt to learn from it. Students learn a great deal by
observing and inquiring the gardeners in school about plants and their growth.
The teacher and students together observe the school administration’s attitude
towards cleanliness drives and other environmental programs that are expected
to be a part of curriculum. School administration, teachers, and students all together

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B. Ishaque et al.

can act like a community as well. This can make the entire school a real learning
ecology which is non-hierarchical and where no person is left out of the process
of learning. The social values of mutual respect and dignity of labor which stu-
dents imbibe from such a curricular change that cannot be taught through lectures
that is given in classroom. To enjoy such major changes, we must work on the
trainee teachers to prepare them in a way that they hold the purpose of sustaining
he environment as one of their highest purposes.

10. Conclusion
This qualitative content analysis of the curriculum reinforces existing research
that has found similar findings that some major topics are not included in the
curriculum.
It is hoped that the essential components identified for Environmental Educa-
tion and the components, which are missing in teacher education program after
exploring some international, and one local EE programs will provide guidance
for improving our teacher education program from environmental perspective.
That will enhance the teacher’s performance in teaching the important topics
which impacts the life in this universe, if the teachers are well informed the stu-
dents will be getting a lot more from them, if teachers get involved in the solution
finding and making a positive impact, the students will learn to adapt the lifestyle,
thinking and attitude which help in sustaining the environment.

Conflicts of Interest
The authors declare no conflicts of interest regarding the publication of this paper.

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