Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models

Ferreira, Jo-Anne and Ryan, Lisa ORCID: https://orcid.org/0000-0003-0688-0945 and Tilbury, Daniella (2007) Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models. Journal of Education for Teaching, 33 (2). pp. 225-239. ISSN 0260-7476


Abstract

Initial teacher education provides a strategic opportunity for ensuring that all teachers are ready and able to teach for sustainability when they begin their teaching careers. However, it is widely recognized that this strategy has not been used to its full potential. Efforts in education for sustainable development (ESD) at this level have tended to engage with prospective teachers and teacher educators already interested in this area of learning - preaching mostly to the converted. This paper reports on a study undertaken by the Australian Research Institute of Education for Sustainability (ARIES) for the Australian Government Department of the Environment and Heritage, which sought to appraise the models of professional development underpinning a range of initial teacher education initiatives. Its intention was to learn from these experiences and identify effective models for mainstreaming ESD in pre-service teacher education. Three main models of professional development were identified: the Collaborative Resource Development and Adaptation Model, the Action Research Model and the Whole-of-System Model. The paper concludes by arguing that a systemic approach that engages the whole of the teacher education system is necessary if ESD is to be successfully mainstreamed in initial teacher education.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 20 May 2022 00:58
Last Modified: 20 May 2022 00:58
Uncontrolled Keywords: teacher education; professional development; Specialist Studies in Education; Curriculum and Pedagogy
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390105 Environmental education curriculum and pedagogy
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
Identification Number or DOI: https://doi.org/10.1080/02607470701259515
URI: http://eprints.usq.edu.au/id/eprint/42878

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