Integrating education for sustainability in pre-service teacher education

Mills, Reece, and Tomas, Louisa (2013) Integrating education for sustainability in pre-service teacher education. Australian Journal of Environmental Education, 29 (2). pp. 152-164.

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Education for Sustainability (EfS) has been prioritised in the School of Education at James Cook University (JCU). This paper presents a case study that explores the ways in which teacher educators integrate EfS in their teaching in the Bachelor of Education (B.Ed.) (Primary) at JCU, and their perceptions of enablers and constraints. Two key findings arose from the analysis of semi-structured interviews conducted with four subject coordinators, and their subject outlines: (1) teacher educators at JCU integrate EfS in different ways through their choice of assessment, content and/or pedagogy; and (2) constraints operating at the School level, namely teacher educators' perceptions and understanding of EfS, were perceived to be salient challenges to the integration of EfS in the program. Vision, leadership and funding at the University level were also identified as enabling factors that warrant further investigation. Findings contribute to existing literature regarding the integration of EfS in pre-service teacher education, and serve to inform practice at JCU and universities more broadly.

Item ID: 21914
Item Type: Article (Research - C1)
ISSN: 0814-0626
Keywords: education for sustainability, preservice teacher education, enablers, higher education, case study, Australia
Date Deposited: 16 Sep 2013 02:06
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930399 Curriculum not elsewhere classified @ 25%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 25%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 50%
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