Exploration of Pre-service Teachers’ Value Positions on Ecotourism at a South African University

Abstract

The purpose of this study was to explore pre-service Life Science teachers’ support for and value positions on ecotourism within the South African school curriculum context. The study used a descriptive case study design with a sample of 50 pre-service teachers who participated by filling a questionnaire. Data analysis corroborated quantitative and qualitative aspects to develop an in-depth understanding of the problem. Based on the findings, the study concludes that anthropological, eco-centric and radical value positions underpinned reasons for supporting ecotourism to various extents. Therefore, preservice teachers need to have in-depth knowledge on various value positions regarding ecotourism as they are in a key position to influence learners in their classroom Given that there are various value positions that underpin pre-service teachers’ support or non-support for ecotourism, the study recommends that scholars need to study environmental value positions in-depth. Finally, preservice teachers need to receive training on how to mediate learning in ways that support critical thinking and reflection so that the teachers’ negative predispositions may not affect the learners’ understanding of environmental issues.