Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland

Article


Evans, Neus (Snowy), Ferreira, Jo-Anne, Davis, Julie and Stevenson, Robert B.. 2016. "Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland." Australian Journal of Environmental Education. 32 (1), pp. 65-79. https://doi.org/10.1017/aee.2015.47
Article Title

Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland

ERA Journal ID20633
Article CategoryArticle
AuthorsEvans, Neus (Snowy) (Author), Ferreira, Jo-Anne (Author), Davis, Julie and Stevenson, Robert B. (Author)
Journal TitleAustralian Journal of Environmental Education
Journal Citation32 (1), pp. 65-79
Number of Pages15
Year2016
Place of PublicationCambridge, United Kingdom
ISSN0814-0626
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.

Keywordseducation for sustainability; embedding sustainability; environmental education; pre-service teacher education; systems change; teacher education
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

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