Queensland Teachers' Relationship with the Sustainability Cross-Curriculum Priority

Autor/inn/en	Nicholls, Jennifer; horne, Marica
Titel	Queensland Teachers' Relationship with the Sustainability Cross-Curriculum Priority
Quelle	In: Australian Journal of Environmental Education, 33 (2017) 3, S.189-200 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicholls, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
Schlagwörter	Foreign Countries; Sustainability; National Curriculum; Curriculum Development; Environmental Education; Teacher Attitudes; Interviews; Elementary Secondary Education; Inclusion; Australia + Suchen Sie Ihr Suchwort? Ausland; Nachhaltigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Interviewing; Interviewtechnik; Inklusion; Australien
Abstract	Sustainability is a Cross-Curriculum Priority (SCCP) in the Australian Curriculum and is intended to be integrated into teaching and learning where deemed appropriate by teachers. This article explores teachers' knowledge, understanding, and beliefs about curriculum priorities and the situational context of teaching and learning in Queensland schools. In this article we discuss the ways in which teachers describe their relationship with sustainability education and the SCCP. Data were collected from interviews with 26 Queensland teachers, teaching across all year levels from early childhood to Year 12, as part of two different PhD research projects. Queensland teachers participating in both studies indicated strong support for the inclusion of sustainability within formal curriculum; however, this strong support did not translate into practice in most cases. As a result of curriculum and policy pressures, teachers indicated that despite their belief that Education for Sustainability (EfS) is important, few believe they have the time or support for teaching EfS. The current educational context teachers have described offers limited opportunity for teachers to integrate sustainability in ways that are meaningful and relevant to their students. The SCCP did not influence planning or teaching decisions, and many teachers were unaware of its existence. Data from both studies question the adequacy of current educational policy and curriculum documents for supporting teachers to engage with sustainability education. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01