Abstract / Description of output
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.
Original language | English |
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Pages (from-to) | 371-385 |
Journal | Journal of Environmental Education |
Volume | 54 |
Issue number | 6 |
Early online date | 12 Sept 2023 |
DOIs | |
Publication status | Published - 2023 |
Keywords / Materials (for Non-textual outputs)
- initial teacher education
- preservice teachers
- sustainability
- sustainability education
- teacher educators
- teacher thinking