Sustainability education and teacher education: Finding a natural habitat?

Publication Type:
Journal Article
Australian Journal of Environmental Education, 2012, 28 (2), pp. 108 - 124
Issue Date:
Filename Description Size
AusJEE2012V028N02_108.pdfPublished Version97.56 kB
Adobe PDF
Full metadata record
Sustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K-6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context. Copyright © The Authors 2013.
Please use this identifier to cite or link to this item: