Contextualising ESE in Pre-service Teacher Education in Canada

Elliott, Paul; Inwood, Hilary

doi:10.1007/978-3-030-25016-4_3

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…There is a lack of agreement on the terminology, with some regions using Environmental Education (EE), while others use ESD, signaling a closer affiliation with the UN. While efforts have been made since the 1980s to better embed ESD into ITE, progress has been slow and intermittent (Elliott and Inwood, 2020), and not reflective of a systematic model of change in this area. The UNESCO Chair on Reorienting Teacher Education for Sustainability (York university, n.d.) was established in a Canadian university in 1999, and yet ESD has been marginalised and variable across the country, thanks to the decentralised governance of education, though in the last five years this has started to change slowly as policymakers, administrators, scholars, and educators have begun advocating for its development and implementation (Karrow et al, 2016).…”

Section: Canadamentioning

confidence: 99%

Comparing education for sustainable development in initial teacher education across four countries

Evans

Inwood

Christie

et al. 2021

IJSHE

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Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.

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Section: Canadamentioning

confidence: 99%

Comparing education for sustainable development in initial teacher education across four countries

Evans

Inwood

Christie

et al. 2021

IJSHE

Self Cite

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“…Introduction Sustainability is a complex concept that can be understood differently in different contexts, depending on whether the focus is on biodiversity, global health or some other aspect (Wals, 2009;Murillo-Vargas et al, 2020). If sustainability is not the focus of teaching in faculties and teacher education programmes (TEPs), its integration can be demanding (Elliott and Inwood, 2019) because it often requires collaboration between many disciplines (de la Fuente, 2021). However, there is a lack of research particularly on the integration of education for sustainable development (ESD) in language lessons.…”

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confidence: 99%

University language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teaching

Kuusalu,

Laine,

Maijala

et al. 2024

IJSHE

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Purpose This study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education. Design/methodology/approach A questionnaire was designed to study Finnish university language students’ (n = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data. Findings The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions. Originality/value To the best of the authors’ knowledge, no previous studies have examined language students’ evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development.

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Environmental Education in These Times of the Anthropocene

Riley

2023

Children: Global Posthumanist Perspectives and Materialist Theories

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Contextualising ESE in Pre-service Teacher Education in Canada

Cited by 4 publications

References 13 publications

Comparing education for sustainable development in initial teacher education across four countries

Comparing education for sustainable development in initial teacher education across four countries

University language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teaching

Environmental Education in These Times of the Anthropocene

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