You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority

Autor/inn/en	Dyment, Janet E.; Hill, Allen
Titel	You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 3, Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Sustainability; Sustainable Development; Environmental Education; Surveys; Likert Scales; Teacher Attitudes; Interdisciplinary Approach; National Curriculum; Knowledge Level; Foreign Countries; Teacher Education Programs; Knowledge Base for Teaching; Barriers; Preservice Teachers; Student Teacher Attitudes; Case Studies; Mixed Methods Research; Questionnaires; Association (Psychology); Australia + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Survey; Umfrage; Befragung; Likert-Skala; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wissensbasis; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Case study; Fallstudie; Case Study; Fragebogen; Assoziation; Australien
Abstract	In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a quantitative survey with a series of Likert Scale questions and were asked to list "5 words" when they think of sustainability. Analysis reveals that ITES have generally limited to moderate understandings of sustainability and education for sustainability, but lesser understandings of the Sustainability CCP and the 9 organising ideas. Understandings of sustainability were dominated by an environmental focus. We conclude this paper with a discussion of the implications of narrow environmental understandings of sustainability. We explore factors that limit and enable teacher educators to embed sustainability education more explicitly. We note the importance role teacher educators play in supporting ITES to better understand sustainability. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01