"It's Kind of Like a Cut and Paste of the Syllabus": A Teacher's Experience of Enacting the Queensland Earth and Environmental Science Syllabus, and Implications for Education for Sustainable Development

Autor/inn/en	Tomas, Louisa; Mills, Reece; Gibson, Fiona
Titel	"It's Kind of Like a Cut and Paste of the Syllabus": A Teacher's Experience of Enacting the Queensland Earth and Environmental Science Syllabus, and Implications for Education for Sustainable Development
Quelle	In: Australian Educational Researcher, 49 (2022) 2, S.445-461 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tomas, Louisa) ORCID (Mills, Reece)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00439-7
Schlagwörter	Teaching Experience; Foreign Countries; Earth Science; Environmental Education; Curriculum Implementation; Course Descriptions; Sustainable Development; Professional Autonomy; Experienced Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Earth sciences; Geowissenschaften; Umweltbildung; Umwelterziehung; Umweltpädagogik; Kursstrukturplan; Nachhaltige Entwicklung; Berufsfreiheit; Australien
Abstract	Informed by curriculum theory, this in-depth qualitative case study examined the experiences of one senior teacher, Stephen, as he enacted the first unit of Queensland's new "Earth and Environmental Science" (EES) syllabus. This study aimed to understand how Stephen navigated the 'space' between the intended and enacted curriculum, by focussing on what informed his teaching practice, and how Education for Sustainable Development (ESD) was realised (or otherwise). The realisation of ESD was limited to a few instances of teaching students about sustainability content, as Stephen's attention was turned to issues of time and student assessment, following major curricular reform. The tensions that Stephen recounted appeared to relate to a narrowed space between the intended and enacted curriculum, which manifested in feelings of reduced teacher autonomy. The implications of these findings for realising ESD in the context of curricular reform, and the importance of teacher reflexivity in achieving ESD, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01