Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-22T22:15:05.792Z Has data issue: false hasContentIssue false
  • English
  • Français

Embedding EfS in Teacher Education Through a Multi-Level Systems Approach: Lessons From Queensland

Published online by Cambridge University Press:  29 January 2016

Neus (Snowy) Evans ,
Jo-Anne Ferreira ,
Julie Davis  and
Robert B. Stevenson
Neus (Snowy) Evans*
Affiliation:
James Cook University, Cairns, Queensland, Australia
Jo-Anne Ferreira
Affiliation:
Southern Cross University, Gold Coast, Queensland, Australia
Julie Davis
Affiliation:
Queensland University of Technology, Brisbane, Queensland, Australia
Robert B. Stevenson
Affiliation:
James Cook University, Cairns, Queensland, Australia
*
Address for correspondence: Neus (Snowy) Evans, James Cook University, PO Box 6811, Cairns QLD 4870, Australia. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This article describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide, multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity for embedding EfS at the individual, institutional, and state levels in preservice teacher education. Collectively, the project components provide a system-wide framework that offers strategies, examples, insights, and resources that can serve as a model for other states and/or territories wishing to implement EfS in a systematic and coherent fashion.

Keywords

education for sustainabilityenvironmental educationteacher educationsystems changepre-service teacher educationembedding sustainability
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 32 , Issue 1: 18th AAEE Biennial Conference - Sustainability, Smart Strategies for the 21st Century , March 2016 , pp. 65 - 79
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). Cross curriculum priorities. Retrieved from www.australiancurriculum.edu.au/CrossCurriculumPrioritiesGoogle Scholar
Australian Institute for Teaching and School Leadership. (2011). Accreditation of initial teacher education programs in Australia: Standards and procedures. Retrieved from www.aitsl.edu.auGoogle Scholar
Australian Government Department of the Environment, Water, Heritage and the Arts. (2009). Living Sustainably: The Australian Government's National Action Plan for Education for Sustainability. Canberra, Australia: Author.Google Scholar
Australian Learning and Teaching Council. (2010). Sustainability website. Retrieved from http://www.altc.edu.au/2010May-sustainability-websiteGoogle Scholar
Benn, S., & Dunphy, D. (2009). Action research as an approach to integrating sustainability into MBA programs: An exploratory study. Journal of Management Education, 33, 276–295.Google Scholar
Bjorneloo, I., & Nyberg, E. (Eds.). (2007). Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education (Technical paper No. 4). UNESCO Education Sector.Google Scholar
Brennan, D. (2013, September–October). Pathways to sustainability in chemical engineering education. Paper presented at the Chemeca 2013: Challenging Tomorrow conference, Brisbane, Australia.Google Scholar
Capra, F. (1997). The web of life: A new scientific understanding of living systems. New York: Anchor Books.Google Scholar
Chapman, J.D., & Aspin, D.N. (2008). Networks as a force for change: Why networks and why now? Retrieved from http://webarchive.nationalarchives.gov.uk/*/http://networkedlearning.ncsl.org.uk/collections/network-research-series/reports/international-perspectives-on-networked-learning/nlg-why-networks-and-why-now.pdfGoogle Scholar
Cotton, D., Bailey, I., Warren, M., & Bissell, S. (2009). Revolutions and second-best solutions: Education for sustainable development in higher education. Studies in Higher Education, 34, 719–733.Google Scholar
Ferreira, J., & Ryan, L. (2012). Working the system: A model for system-wide change in pre-service teacher education. Australian Journal of Teacher Education, 37, 29–45. doi:10.14221/ajte.2012v37n12.3.Google Scholar
Ferreira, J.-A., Ryan, L., & Davis, J. (2015). Developing knowledge and leadership in pre-service teacher education systems. Australian Journal of Environmental Education. Advance online publication. doi:10.1017/aee.2015.24.Google Scholar
Ferreira, J., Ryan, L., Davis, J., Cavanagh, M., & Thomas, J. (2009). Mainstreaming sustainability into pre-service teaching education in Australia. Canberra, Australia: Australian Government Department of the Environment, Water, Heritage and the Arts.Google Scholar
Ferreira, J., Ryan, L., & Tilbury, D. (2006). Whole-school approaches to sustainability: A review of models for professional development in pre-service teacher education. Canberra, Australia: Australian Government Department of the Environment and Heritage and the Australian Research Institute in Education for Sustainability (ARIES).Google Scholar
Ferreira, J.-A., Ryan, L., & Tilbury, D. (2007a). Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional development models. Journal of Education for Teaching, 33, 225–239.Google Scholar
Ferreira, J.-A., Ryan, L., & Tilbury, D. (2007b). Planning for success: Factors influencing change in teacher education. Australian Journal of Environmental Education, 23, 45–55.Google Scholar
Ferreira, J.-A., Ryan, L., & Tilbury, D. (2014a). Planning for success: Factors influencing change in teacher education. Australian Journal of Environmental Education, 30, 136–146. doi:10.1017/aee.2014.39.Google Scholar
Ferreira, J.-A., Ryan, L., & Tilbury, D. (2014b). A response to reorienting teacher education towards sustainability. Australian Journal of Environmental Education, 30, 147–148. doi:10.1017/aee.2014.40.Google Scholar
Fien, J. (2001). Education for sustainability: Reorientating Australian schools for a sustainable future. Tela Series, no. 8. Melbourne: Australian Conservation Foundation.Google Scholar
Fien, J., & Tilbury, D. (2002). The global challenge of sustainability. In Tilbury, D., Stevenson, R., Fien, J., & Schreuder, D. (Eds.), Education and sustainability: Responding to the global challenge (pp. 1–12). Gland, Switzerland: IUCN.Google Scholar
Gray-Donald, J., & Selby, D. (2004). Through the (not so) green door: University campus greening and curriculum change. Ekistics, 71, 403–212.Google Scholar
Greenwood, D.J., Whyte, W.F., & Harkavy, I. (1993). Participatory action research as a process and as a goal. Human Relations, 46, 175–192.Google Scholar
Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.Google Scholar
Kates, R.W., Parris, T.M., & Leiserowitz, A.A. (2005). What is Sustainable Development? Goals, Indicators, Values, and Practice. Environment, 47, 8–21.Google Scholar
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In Denzin, N. & Lincoln, Y. (Eds.), Handbook of qualitative research (pp. 138–157). Thousand Oaks, CA: Sage Publications.Google Scholar
Leihy, P., & Salazar, J. (2011). Education for sustainability in university curriculum: Policies and practice in Victoria. Retrieved from www.cshe.unimelb.edu.au/research/policy_dev/docs/EfS_CSHE.pdfGoogle Scholar
Lidgren, A., Rodhe, H., & Huisingh, D. (2006). A systemic approach to incorporate sustainability into university courses and curricula. Journal of Cleaner Production, 14, 797–809.Google Scholar
Lozano, R. (2006). Incorporation and institutionalization of SD into universities: Breaking through barriers to change. Journal of Cleaner Production, 14, 787–796.Google Scholar
McKeown, R. (2012). Teacher education 1992 and 2012: Reflecting on 20 years. Journal of Education for Sustainable Development, 6, 37–41. doi:10.1177/097340821100600109.CrossRefGoogle Scholar
McKeown-Ice, R. (2000). Environmental education in the United States: A survey of preservice teacher education programs. The Journal of Environmental Education, 32, 4–11.Google Scholar
Miles, R., Harrison, L., & Cutter-Mackenzie, A. (2006). Teacher education: A diluted environmental education experience. Australian Journal of Environmental Education, 22, 49–59.Google Scholar
National VET Sector Sustainability Action Group and The Ministerial Council for Vocational and Technical Education. (2009). National Vocational Education and Training Sector Sustainability Policy and Action Plan (2009–2012). Canberra, Australia: Department of Education, Employment and Workplace Relations.Google Scholar
Nowak, M., Rowe, A.L., & Thomas, G. (2008). Weaving sustainability into business education. Journal of the Asia-Pacific Centre for Environmental Accountability, 14, 20–34.Google Scholar
O'Shea, J., & Baillie, C. (2011, December). Engineering education towards social and environmental justice. Paper presented at the Developing Engineers for Social Justice: Community Involvement, Ethics & Sustainability, Fremantle, Australia.Google Scholar
Parker, S., & Gallagher, N. (Eds.). (2007). The collaborative state: How working together can transform public services. London: Demos.Google Scholar
Roome, N. (2005). Teaching sustainability in a global MBA: Insights from the OneMBA. Business Strategy and the Environment, 14, 160–171.Google Scholar
Rusinko, C.A. (2010). Integrating sustainability in higher education: A generic matrix. International Journal of Sustainability in Higher Education, 11, 250–259. doi:10.1108/14676371011058541.Google Scholar
Sammalisto, K., & Lindhqvist, T. (2008). Integration of sustainability in higher education: A study with international perspectives. Innovative in Higher Education, 32, 221–233. doi:10.1007/s10755-007-9052-x.Google Scholar
Sanders, D., & LeClus, M. (2011, February). Sustainability in the university tourism curriculum. Paper presented at the CAUTHE 2011 National Conference, Tourism: Creating a Brilliant Blend, Adelaide, Australia.Google Scholar
Scott, G., Tilbury, D., Sharp, L., & Deane, E. (2012). Turnaround leadership for sustainability in higher education. Sydney, Australia: Office for Learning and Teaching.Google Scholar
Scott, W., & Gough, S. (2006). Sustainable development within UK higher education: Revealing tendencies and tensions. Journal of Geography in Higher Education, 30, 293–305.Google Scholar
Sheehan, M.E., Schneider, P.A., & Desha, C. (2012). Implementing a systematic process for rapidly embedding sustainability within chemical engineering education: A case study of James Cook University, Australia. Chemistry Education Research and Practice, 13, 112–119.Google Scholar
Steele, F. (2010). Mainstreaming education for sustainability in pre-service teacher education in Australia: enablers and constraints. Canberra, Australia: Department of the Environment, Water, Heritage and the Arts.Google Scholar
Sterling, S. (2012). The Future Fit Framework: An introductory guide to teaching and learning for sustainability in HE. York, UK: The Higher Education Academy.Google Scholar
Sterling, S. (2004). Higher education, sustainability, and the role of systemic learning. In Corcoran, P. & Wals, A. (Eds.), Higher education and the challenge of sustainability: Problematics, promise and practice (pp. 49–70). Dordrecht: Springer Netherlands.Google Scholar
Sterling, S (2001). Sustainable education: Re-visioning learning and change (Schumacher Briefings, no. 6). Retrieved from http://eric.ed.gov/?id=ED464791Google Scholar
Stevenson, R. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13, 139–153. (Reprinted from Environmental education: Practice and possibility, pp. 69–82, by Robottom, I., Ed., 1987, Geelong, Australia: Deakin University Press)Google Scholar
Stevenson, R. (2004). Constructing knowledge of educational practices from case studies. Environmental Education Research, 10, 39–51.Google Scholar
Stevenson, R. (2006). Tensions and transitions in policy discourse: Re-contextualizing a de-contextualized EE/ESD debate. Environmental Education Research, 12, 277–290.Google Scholar
Stevenson, R., Ferreira, J-A., Davis, J., & Evans, N. (2014a). A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education. Sydney, Australia: Office for Teaching and Learning.Google Scholar
Stevenson, R., Ferreira, J-A., Davis, J., & Evans, N. (2014b). Embedding EfS in teacher education: An introductory guide to using the systems change model. Sydney, Australia: Office for Teaching and Learning.Google Scholar
Stevenson, R., Ferreira, J-A., Davis, J., & Evans, N. (2014c). Case studies: embedding sustainability in teacher education. Sydney, Australia: Office for Teaching and Learning.Google Scholar
Thomas, D.R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246. doi:10.1177/1098214005283748.Google Scholar
Tilbury, D., Coleman, V., & Garlick, D. (2005). A National Review of Environmental Education and its Contribution to Sustainability in Australia: School education. Canberra, Australia: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability.Google Scholar
Tilbury, D., & Cooke, (2005). A national review of environmental education and its contribution to sustainability in Australia: Frameworks for sustainability — Key findings. Canberra, Australia: Department of the Environment and Heritage & Australian Research Institute in Education for Sustainability.Google Scholar
Tilbury, D., Keogh, A., Leighton, A., & Kent, J. (2005). A national review of environmental education and its contribution to sustainability in Australia: Further and higher education. Canberra, Australia: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES).Google Scholar
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2009). United Nations Decade of Education for Sustainable Development (DESD 2005–2014): Review of contexts and structures for Education for Sustainable Develoment 2009. Paris: Author.Google Scholar
Vercoe, R., & Brinkman, R. (2012). A tale of two sustainabilities: Comparing sustainability in the global north and south to uncover meaning for educators. The Journal of Sustainability Education. Retrieved from http://www.jsedimensions.org/wordpress/content/a-tale-of-two-sustainabilities-comparing-sustainability-in-the-global-north-and-south-to-uncover-meaning-for-educators_2012_03/Google Scholar