Pedagogical Practices in a professional pathway course that impact on pre-service teachers understanding of educating for sustainability and eco justice

Author(s):

Kathryn Paige(presenting / submitting)

Conference:

ECER 2014

Network:

30. Environmental and Sustainability Education Research (ESER)

Format:

Paper

Session Information

30 SES 05 B, Teacher's Practice and Professionalism in ESE

Paper Session

Time:

2014-09-03

11:00-12:30

Room:

B115 Sala de Aulas

Chair:

Per Sund

Contribution

What is Educating for Sustainability(EfS)? In essence the kinds of education, teaching and learning that appear to be required if we are concerned about ensuring social, economic and ecological well being now and into the future. Educating for sustainability (Jucker, 2002; Sterling 2001;2012 ) has been a key principle underpinning the primary/middle undergraduate education program in the University of South Australia for the past decade. In their fourth and final year the pre-service students complete a professional pathway which model a range of pedagogical practices including Place based Learning (Smith, 2002; Greunewald, 2003) and Acts of Green pledge (Scott, 2010). What connections do the pre-service teachers make between theoretical ideas raised in the literature and guest speakers and practice based experiences such as undertaking a pledge? Within six months these pre-service teachers will be responsible for their first class or classes as early career teachers. The research focuses on two key questions 1) How do these experiences impact on students’ theoretical understanding of EfS and eco justice? and 2) In what ways are pre-service teachers encouraged to reduce their ecological footprint? These challenges are central in ensuring the pre-service teachers graduate acknowledging the importance of eco literacy in both their personal and professional life.

Method

Methods Data will be collected through two key methods. Firstly through anonymous surveys at the beginning and conclusion of the course. Secondly, through analysis of pre-service teachers’ presentations of their pledges and the accompanying spreadsheets recording daily and weekly activities. Examples could include water usage and distance travelled on public transport compared to car. The pre-service teachers will tally data usage and report on the comparative change over the 15 week period. Sixty pre-service teachers data will be collated, common themes identified and an overview presented.

Expected Outcomes

The paper will provide insights into the impact that participation in the Pledges or Acts of Green have on the professional and personal life of the final year students. Outcomes will report on two key foci, firstly in what ways have the pre-service teachers reduced their ecological footprint and secondly how much of this do they think is transferrable into their first year of teaching. Initial findings suggest that in their final year the Pledges are taken seriously and provide a powerful experience to come to the realization that they as citizens in the minority (developed) world can reduce their environmental footprint. As early career teachers much of their focus is on developing curriculum knowledge, effective ways to teach the key learning areas and managing the learning environment and consequently they find it hard to incorporate an EfS perspective.

References

ARIES. 2013 Education for Sustainability: The role of education in engaging and equipping people for change. Retrieved 19 August 2013. From http://www.aries.mq.edu.au/publications.htm. Ferreira, J.-A., Ryan, L., Davis, J., Cavanagh, M., Thomas, J. (2009). Mainstreaming sustainability into pre-service teacher education in Australia. Canberra: Australian Research Institute in Education for Sustainability, Graduate School of the Environment, Macquarie University Gruenwald, D A 2003 The Best of Both Worlds: A critical Pedagogy of Place. Educational Researcher, 32(4) 3-12 Jucker, R. (2002). ‘Sustainability? Never heard of it!'' Some basics we shouldn't ignore when engaging in education for sustainability. International Journal of Sustainability in Higher Education, 3(1), 8-18. Schumacher, E F 1973 Small is beautiful: A study of economics as if people mattered. London, Blond & Briggs Scott, Jeff, 2010 Pledging for the Environment: One Act at a Time, The International Journal of Environmental, Cultural, Economic, and Social Sustainability , 7, pp.321-336 Smith, G (2002a) Place Based Education: learning to be where we are, Phi Delta Kappan April 2002 pp 584-59 Sterling, S.R. (2001). Sustainable education: re-visioning learning and change. Totnes: Green Books for The Schumacher Society. Sterling, S 2012 The Future Fit Framework: An introductory Guide to teaching and learning for sustainability in HE. Higher Education Academy Plymouth. Tytler R, 2007, Re-designing Science Education: Engaging students in science for Australians future. ACER Press, Camberwell, Victoria University Leaders for a Sustainable Future. (1990). The Talloires Declaration. Retrieved February 11, 2010, from http://www.ulsf.org/pdf/TD.pdf

Author Information

Kathryn Paige (presenting / submitting)

University of South Australia

School of Education

Adelaide

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