Pre-service teachers' conceptions of education for sustainability

Evans, Neus (Snowy), Whitehouse, Hilary, and Hickey, Ruth (2012) Pre-service teachers' conceptions of education for sustainability. Australian Journal of Teacher Education, 37 (7). pp. 1-12.

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Abstract

Environmental education researchers argue that preservice teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a small regional Australian university, understands the concept of education for sustainability. The results distinguish four related but distinctive categories of descriptions: (1) education that is continuous; (2) education about ecological systems and environmental systems; (3) education that is active, hands-on, local and relevant; and (4) education for the future. This paper discusses the four categories of descriptions and their implications. Outcomes of the research were used to inform course content, structure and pedagogies with the intention of more adequately preparing pre-service teachers to implement education for sustainability.

Item ID: 26345
Item Type: Article (Refereed Research - C1)
Keywords: pre-service teacher education, environmental education, education for sustainability, teacher education
ISSN: 1835-517X
Date Deposited: 16 Apr 2013 06:47
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 100%
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