Beyond science education: embedding sustainability in teacher education systems

Edited book (chapter)

Stevenson, Robert B., Ferreira, Jo-Anne, Evans, Neus (Snowy) and Davis, Julie. 2015. "Beyond science education: embedding sustainability in teacher education systems." Stratton, Susan K., Hagevik, Rita, Feldman, Allan and Bloom, Mark (ed.) Educating science teachers for sustainability. Switzerland. Springer. pp. 381-398
Chapter Title

Beyond science education: embedding sustainability in teacher education systems

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleEducating science teachers for sustainability
AuthorsStevenson, Robert B. (Author), Ferreira, Jo-Anne (Author), Evans, Neus (Snowy) (Author) and Davis, Julie (Author)
EditorsStratton, Susan K., Hagevik, Rita, Feldman, Allan and Bloom, Mark
Page Range381-398
SeriesASTE Series in Science Education
Chapter Number20
Number of Pages18
Year2015
PublisherSpringer
Place of PublicationSwitzerland
ISBN9783319164106
9783319164113
ISSN2214-5435
Web Address (URL)https://www.springer.com/gp/book/9783319164106
Abstract

This chapter reports on a study that sought to develop a system-wide approach to embedding education for sustainability (EfS) (the preferred term in Australia) in teacher education. The strategy for a coordinated and coherent systemic approach involved identifying and eliciting the participation of key agents of change within the ‘teacher education system’ in one state in Australia, Queensland. This consisted of one representative from each of the eight Queensland universities offering pre-service teacher education, as well as the teacher registration authority, the key State Government agency responsible for public schools, and two national professional organisations. Part of the approach involved teacher educators at different universities developing an institutional specific approach to embedding sustainability education within their teacher preparation programs. Project participants worked collaboratively to facilitate policy and curriculum change while the project leaders used an action research approach to inform and monitor actions taken and to provide guidance for subsequent actions to effect change simultaneously at the state, institutional and course levels. The state-wide multi-site case study, we argue, has broader applications to state and national systems in other countries.

Keywordsteacher education systems; sustainability
ANZSRC Field of Research 2020390105. Environmental education curriculum and pedagogy
Public Notes

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Byline AffiliationsJames Cook University
Griffith University
Queensland University of Technology
Institution of OriginUniversity of Southern Queensland
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