ERIC Number: EJ1000704
Record Type: Journal
Publication Date: 2012-Dec
Abstractor: As Provided
Reference Count: N/A
Sustainability Education and Teacher Education: Finding a Natural Habitat?
Australian Journal of Environmental Education, v28 n2 p108-124 Dec 2012
Sustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K-6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.
Descriptors: Foreign Countries, Sustainable Development, Focus Groups, Barriers, Teacher Education Curriculum, Interdisciplinary Approach, Intellectual Disciplines, Elementary Education, Science Education, Teaching Methods, Environmental Education, Teacher Education Programs, Social Sciences, Teacher Educators, Teacher Role
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: firstname.lastname@example.org; Web site: http://journals.cambridge.org/AEE
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia