Exploring conceptions of sustainability education in initial teacher education: Perspectives from Australia, Canada and Scotland

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Environmental Education Pub Date : 2023-09-12 DOI:10.1080/00958964.2023.2255548

Neus (Snowy) Evans, Hilary J. Inwood, Beth Christie, Emiko Newman

引用次数: 0

Abstract

Abstract This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators’ conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators’ (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educators’ conceptualizations of SE, and significant barriers and challenges when offering SE within ITE programs. Related opportunities highlighted destabilizing established norms within ITE programs and encouraging future thinking about the wider purposes and processes of education with preservice teachers.

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初级教师教育中可持续教育的概念探讨:来自澳大利亚、加拿大和苏格兰的视角

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来源期刊

Journal of Environmental Education Multiple-

CiteScore

6.20

自引率

12.90%

发文量

期刊介绍： Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.