Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland
Article
Article Title | Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland |
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ERA Journal ID | 20633 |
Article Category | Article |
Authors | Evans, Neus (Snowy) (Author), Ferreira, Jo-Anne (Author), Davis, Julie and Stevenson, Robert B. (Author) |
Journal Title | Australian Journal of Environmental Education |
Journal Citation | 32 (1), pp. 65-79 |
Number of Pages | 15 |
Year | 2016 |
Place of Publication | Cambridge, United Kingdom |
ISSN | 0814-0626 |
Digital Object Identifier (DOI) | https://doi.org/10.1017/aee.2015.47 |
Web Address (URL) | https://www.cambridge.org/core/journals/australian-journal-of-environmental-education/article/embedding-efs-in-teacher-education-through-a-multilevel-systems-approach-lessons-from-queensland/A1492A4A3BF4137FBD9BA1734DA35914 |
Abstract | This paper reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into pre-service teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This paper describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity for embedding EfS at the individual, institutional and state levels in pre-service teacher education. Collectively, the project components provide a system-wide framework that offers strategies, examples, insights and resources that can serve as a model for other states and/or territories wishing to implement EfS in a systematic and coherent fashion. |
Keywords | education for sustainability; embedding sustainability; environmental education; pre-service teacher education; systems change; teacher education |
ANZSRC Field of Research 2020 | 390102. Curriculum and pedagogy theory and development |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | James Cook University |
Southern Cross University | |
Queensland University of Technology | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q647y/embedding-efs-in-teacher-education-through-a-multi-level-systems-approach-lessons-from-queensland
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