Comparing Education for Sustainable Development in Initial Teacher Education across Four Countries

Autor/inn/en	Evans, Neus; Inwood, Hilary; Christie, Beth; Ärlemalm-Hagsér, Eva
Titel	Comparing Education for Sustainable Development in Initial Teacher Education across Four Countries
Quelle	In: International Journal of Sustainability in Higher Education, 22 (2021) 6, S.1351-1372 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-07-2020-0254
Schlagwörter	Environmental Education; Sustainable Development; Preservice Teacher Education; Comparative Education; Context Effect; Educational Change; Educational Policy; Governance; Systems Approach; Leadership; Educational Practices; Higher Education; Foreign Countries; Sweden; United Kingdom (Scotland); Canada; Australia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Lehramtsstudiengang; Lehrerausbildung; Vergleichende Erziehungswissenschaft; Bildungsreform; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Systemischer Ansatz; Führung; Führungsposition; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Schweden; Kanada; Australien
Abstract	Purpose: The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts -- Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach: A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings: The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications: Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value: Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01