ABSTRACT
Professional learning opportunities for teachers about outdoor environmental pedagogy have included resource materials, formal experience-based workshops at Centres, informal observations and discussions as well as, more recently, collaborative curriculum planning with Centre educators. Centre educators also conduct follow-up visits to schools to work collaboratively with teachers on furthering the development of students' understanding of concepts and ideas introduced during the excursion. The creation of school gardens, litter clean-ups, the adoption of green school activities like monitoring energy use, or involving students in the removal of invasive species all contribute to reinhabitation. Teachers at the Moreton Bay Environmental Education Centre have devised yet another way to alert students to the importance of reinhabitation. Place-based education is by its nature local rather than universal and dependent on the creativity and commitment of individual teachers or teams of teachers rather than multinational publishing houses with their eyes on the production of textbooks with the greatest market appeal.
