Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study from Australia

Autor/inn/en	Almeida, Sylvia C.; Moore, Deborah; Barnes, Melissa
Titel	Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study from Australia
Quelle	In: Australian Journal of Environmental Education, 34 (2018) 3, S.228-243 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
Schlagwörter	Environmental Education; Sustainability; Foreign Countries; Teaching Methods; Public Policy; Preschool Education; Elementary Secondary Education; Natural Resources; Data Collection; Information Systems; Conservation (Environment); Teacher Role; Self Concept; Consciousness Raising; Energy Conservation; Australia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Öffentliche Ordnung; Pre-school education; Vorschulerziehung; Natural Ressource; Natürliche Ressource; Data capture; Datensammlung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lehrerrolle; Selbstkonzept; Bewusstseinsbildung; Energieerhaltung; Energiespeicherung; Australien
Abstract	This article presents findings from a study that evaluated the impact of an Australian sustainability initiative, with a view to unravelling the realities of teachers' implementation approaches. The paper outlines a study that reviews a government initiative in early years, primary and secondary educational settings that uses the Data Collection, Storage and Visualisations System (DCSVS) aimed at enhancing sustainability awareness and embedding sustainability as part of everyday practice in schools and early childhood services. It was also intended to offer school leaders, teachers and students avenues to engage with their consumption of natural resources. This in turn was anticipated to increase awareness about conservation, with the long-term aim to engage with the broader themes of sustainability. This article focuses on the role of teachers' identities in enacting these policy initiatives. It highlights teachers' enactment of the policies, the crucial role of school leaders in the process, as well as the deeper connections between curriculum and pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01