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

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

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)371-385
JournalJournal of Environmental Education
Volume54
Issue number6
Early online date12 Sept 2023
DOIs
Publication statusPublished - 2023

Keywords / Materials (for Non-textual outputs)

  • initial teacher education
  • preservice teachers
  • sustainability
  • sustainability education
  • teacher educators
  • teacher thinking

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