Pre-Service Teachers' Conceptions of Education for Sustainability

Autor/inn/en	Evans, Neus; Whitehouse, Hilary; Hickey, Ruth
Titel	Pre-Service Teachers' Conceptions of Education for Sustainability
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 7, Artikel 1 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Environmental Education; Foreign Countries; Sustainability; Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Phenomenology; Concept Teaching; Program Descriptions; Professional Continuing Education; Ecological Factors; Active Learning; Experiential Learning; Culturally Relevant Education; Lifelong Learning; Familiarity; Knowledge Level; Knowledge Base for Teaching; Australia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Nachhaltigkeit; Lehramtsstudiengang; Lehrerausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Berufsfeldbezogener Unterricht; Weiterbildung; Ökologischer Ansatz; Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Life-long learning; Lebenslanges Lernen; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Australien
Abstract	Environmental education researchers argue that pre-service teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a small regional Australian university, understands the concept of education for sustainability. The results distinguish four related but distinctive categories of descriptions: (1) education that is continuous; (2) education about ecological systems and environmental systems; (3) education that is active, hands-on, local and relevant; and (4) education for the future. This paper discusses the four categories of descriptions and their implications. Outcomes of the research were used to inform course content, structure and pedagogies with the intention of more adequately preparing pre-service teachers to implement education for sustainability. (Contains 1 table.) (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	2017/4/10