What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?

Evans, Neus (Snowy) and Ferreira, Jo-Anne (2020) What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education? Environmental Education Research, 26 (1). pp. 27-42. ISSN 1350-4622


Abstract

Many sustainability education scholars argue that active, participatory and experimental pedagogies, known as sustainability or ESD pedagogies, provide the most effective strategies for developing learners’ understanding, thinking and ability to act for sustainability. However, factors that impact learning are complex and the extent to which some pedagogies are more effective than others for promoting student learning is contested. The work on sustainability pedagogies has tended not to be problematized. This paper interrogates the literature on sustainability pedagogies in initial teacher education to determine the extent to which the current level of evidence supports pedagogical assumptions held by sustainability education scholars. The findings suggest that factors that impact student teacher learning for sustainability require additional exploration in order to draw reliable conclusions and inform pedagogical decisions that can best support the development of prospective teachers’ understanding, thinking and ability to employ sustainability pedagogies.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 25 Mar 2021 02:22
Last Modified: 05 May 2021 05:20
Uncontrolled Keywords: Sustainability pedagogies; ESD pedagogies; initial teacher education; pre-service teacher education
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390114 Vocational education and training curriculum and pedagogy
Identification Number or DOI: https://doi.org/10.1080/13504622.2019.1703908
URI: http://eprints.usq.edu.au/id/eprint/41621

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