Embedding EfS in Teacher Education through a Multi-Level Systems Approach: Lessons from Queensland

Autor/inn/en	Evans, Neus; Ferreira, Jo-Anne; Davis, Julie; Stevenson, Robert B.
Titel	Embedding EfS in Teacher Education through a Multi-Level Systems Approach: Lessons from Queensland
Quelle	In: Australian Journal of Environmental Education, 32 (2016) 1, S.65-79 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2015.47
Schlagwörter	Sustainability; Preservice Teacher Education; Teacher Education Programs; Foreign Countries; Models; Systems Approach; Professional Associations; Program Development; Case Studies; Action Research; Educational Change; Australia + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Lehramtsstudiengang; Lehrerausbildung; Ausland; Analogiemodell; Systemischer Ansatz; Programmplanung; Case study; Fallstudie; Case Study; Projektforschung; Bildungsreform; Australien
Abstract	This article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice 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 article 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 preservice 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. [Paper presented at the 18th AAEE Biennial Conference--Sustainability, Smart Strategies for the 21st Century.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01