Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

Article


Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2007. "Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models." Journal of Education for Teaching. 33 (2), pp. 225-239. https://doi.org/10.1080/02607470701259515
Article Title

Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

ERA Journal ID20744
Article CategoryArticle
AuthorsFerreira, Jo-Anne (Author), Ryan, Lisa (Author) and Tilbury, Daniella (Author)
Journal TitleJournal of Education for Teaching
Journal Citation33 (2), pp. 225-239
Number of Pages15
Year2007
Place of PublicationUnited Kingdom
ISSN0260-7476
1360-0540
Digital Object Identifier (DOI)https://doi.org/10.1080/02607470701259515
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/02607470701259515
Abstract

Initial teacher education provides a strategic opportunity for ensuring that all teachers are ready and able to teach for sustainability when they begin their teaching careers. However, it is widely recognized that this strategy has not been used to its full potential. Efforts in education for sustainable development (ESD) at this level have tended to engage with prospective teachers and teacher educators already interested in this area of learning - preaching mostly to the converted. This paper reports on a study undertaken by the Australian Research Institute of Education for Sustainability (ARIES) for the Australian Government Department of the Environment and Heritage, which sought to appraise the models of professional development underpinning a range of initial teacher education initiatives. Its intention was to learn from these experiences and identify effective models for mainstreaming ESD in pre-service teacher education. Three main models of professional development were identified: the Collaborative Resource Development and Adaptation Model, the Action Research Model and the Whole-of-System Model. The paper concludes by arguing that a systemic approach that engages the whole of the teacher education system is necessary if ESD is to be successfully mainstreamed in initial teacher education.

Keywordsteacher education; professional development; Specialist Studies in Education; Curriculum and Pedagogy
ANZSRC Field of Research 2020390105. Environmental education curriculum and pedagogy
390307. Teacher education and professional development of educators
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Byline AffiliationsGriffith University
Macquarie University
Institution of OriginUniversity of Southern Queensland
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