Approaches to embedding sustainability in teacher education: A synthesis of the literature |
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| Institution: | 1. James Cook University, PO Box 6811, Cairns, Queensland 4870, Australia;2. Southern Cross University, Gold Coast, Queensland, Australia;3. Queensland University of Technology, Brisbane, Queensland, Australia;1. Department of Teacher Education, PO Box 9, University of Helsinki, Finland;2. Department of Educational Sciences, Prinsstraat 13, 2000 Antwerp, University of Antwerp, Belgium;1. Université Toulouse -Jean Jaurès, France;2. Laboratoire Géographie de l’Environnement (GEODE), Unité Mixte de Recherche CNRS – Université Toulouse Jean Jaurès, France;1. Department of Environmental and Life Sciences, Karlstad University, Sweden;2. Research Unit Edubron, Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium;3. Graduate Institute of Environmental Education, National Taiwan Normal University, Taiwan;1. University of Education, Vietnam National University - Hanoi, 144 Xuan Thuy Str, Dich Vong Hau Ward, Cau Giay District, Hanoi, Viet Nam;2. Hanoi National University of Education, 136 Xuan Thuy Str, Dich Vong Hau Ward, Cau Giay District, Hanoi, Viet Nam;3. University of Science and Education, University of Danang, 459 Ton Duc Thang Street, Lien Chieu County, Danang City, Viet Nam;4. National Academy of Education Management, 31 Phan Dinh Giot, Phuong Liet Ward, Thanh Xuan District, Hanoi, Viet Nam;5. Kyoto University of Foreign Studies, 615-8558, Kyoto, Ukyo Ward, Saiinkasamecho, 6, Japan;6. University of Bayreuth, 95440, Bayreuth, Germany;7. Open University of the Netherlands, Valkenburgerweg 177, 6419 AT, Heerlen, Netherlands |
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| Abstract: | This study investigated how teacher education academics embed sustainability education in learning and teaching, using a systematic literature review of peer-reviewed journal articles. A taxonomy of four distinctive approaches was developed: (1) embedding sustainability education widely across curriculum areas, courses, and institution; (2) through a dedicated core/compulsory subject; (3) through a component of a core/compulsory subject; and (4) through a dedicated elective subject. This paper investigates the differing rationales, theoretical frames and pedagogical approaches used and identifies the perceived challenges underpinning each of these approaches. The final section offers an analysis and discussion of the implications of our review findings for teacher education academics and researchers, and others in the broader academic community who are interested in change towards sustainability through education. |
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| Keywords: | Teacher education Pre-service teacher education Initial teacher education Education for sustainability Environmental education Sustainability education Systematic literature review |
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