You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority

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16

Sustainability; Sustainable Development; Environmental Education; Surveys; Likert Scales; Teacher Attitudes; Interdisciplinary Approach; National Curriculum; Knowledge Level; Foreign Countries; Teacher Education Programs; Knowledge Base for Teaching; Barriers; Preservice Teachers; Student Teacher Attitudes; Case Studies; Mixed Methods Research; Questionnaires; Association (Psychology)

0313-5373

In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a quantitative survey with a series of Likert Scale questions and were asked to list "5 words" when they think of sustainability. Analysis reveals that ITES have generally limited to moderate understandings of sustainability and education for sustainability, but lesser understandings of the Sustainability CCP and the 9 organising ideas. Understandings of sustainability were dominated by an environmental focus. We conclude this paper with a discussion of the implications of narrow environmental understandings of sustainability. We explore factors that limit and enable teacher educators to embed sustainability education more explicitly. We note the importance role teacher educators play in supporting ITES to better understand sustainability.

As Provided

61

2015

EJ1057889