Section 1 Environmental Sustainability Education in Teacher Education and Policy

2020 ◽  
Vol 54 (4) ◽  
pp. 807-807
Author(s):  
Adrian Skilbeck ◽  
Jeff Stickney
Keyword(s):  
Teacher Education ◽  
Environmental Sustainability ◽  
Sustainability Education

scholarly journals More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept

2021 ◽  
Vol 13 (12) ◽  
pp. 6524
Author(s):  
Per J. Sund ◽  
Niklas Gericke
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Sustainability Education ◽  
Qualitative Studies ◽  
The Other ◽  
Research Practice ◽  
Selective Tradition ◽  
Qualitative Systematic Review ◽  
Selective Traditions

This study investigates functions of the concept of selective traditions by means of a qualitative systematic review synthesis of earlier research. The study is based on a review method for integrating qualitative studies and looks for “themes” in or across them. In this case, it is about how the identified publications (twenty-four in total) use the concept of selective traditions. All but two studies stem from the Swedish context. The selective traditions relate to teachers’ approaches to the content, methods and purposes of environmental and sustainability education (ESE). Teachers mainly work within one specific selective tradition. Seven different functions were found in the publications of which five are claimed to be valuable for the development of ESE teaching, while the other two functions are useful in monitoring changes and development in ESE teaching. The results are discussed in terms of the consequences for research, practice and teacher education aiming at offering suggestions on how to develop future (transformative) ESE teaching.

Sustainability Education and Teacher Education: Finding a Natural Habitat?

2012 ◽  
Vol 28 (2) ◽  
pp. 108-124 ◽  
Author(s):  
John Buchanan
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Natural Habitat ◽  
Sustainability Education ◽  
Primary Teacher ◽  
Staff Members ◽  
Assessment Tasks ◽  
The Social ◽  
Teaching Learning

AbstractSustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.

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