Becoming a reflective environmental educator: Students’ insights on the benefits of reflective practice

Abstract

The capacity for reflective practice is considered a key attribute of a successful environmental educator. In this paper we discuss how we used a range of exercises with environmental education students within the Master of Environmental Education for Sustainability program at Griffith University to develop their capacity for reflective practice. Evidence of impact and long-term effects of the experience were obtained using data from samples of student coursework exercises and assessment, along with the results of a post-program survey, Results indicate that the exercises did indeed succeed in empowering students to (a) clearly reflect on their personal and professional intentions, (b) better understand the effect of these on their practice in the field, and (c) continue to reflect on their practice post-Masters program.