Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education

Autor/in	Wilson, Sue
Titel	Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education
Quelle	In: Australian Journal of Environmental Education, 28 (2012) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2012.5
Schlagwörter	Foreign Countries; Sustainable Development; Barriers; Course Descriptions; Preservice Teachers; Time Management; Interdisciplinary Approach; Self Efficacy; Teaching Methods; Environmental Education; Preservice Teacher Education; Teacher Educators; Elementary Education; Focus Groups; Surveys; Content Analysis; Mixed Methods Research; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Kursstrukturplan; Zeitmanagement; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Elementarunterricht; Survey; Umfrage; Befragung; Inhaltsanalyse; Interviewing; Interviewtechnik; Australien
Abstract	The growing emphasis on sustainability in school curricula in Australia reflects international trends in education. Teacher education is a vital strategy for the incorporation of Education for Sustainability (EfS) in school curricula. Research to identify drivers and barriers to embedding EfS across a primary teacher education program in an Australian university is the focus of this article. Using a mixed methods approach, data were gathered through document and unit outline audits, a self-efficacy pre-service teacher (PST) survey, and staff and PST focus group interviews. The audits identified a foundation of EfS principles and content across units. Lecturers identified societal and personal drivers and blockers to embedding EfS across the course, with lack of time considered the biggest blocker, which is also consistent with existing school-based research on the nature of teachers' work. PST responses described successful learning outcomes; however, confidence towards teaching sustainability varied. PST reported that the incorporation of community networks in their course provided enriching experiences. Embedding EfS involves values, sustainability concerns and appropriate knowledge and skills. Successful implementation will depend on the development of appropriate understandings of teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10