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

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.Unprecedented threats to the wellbeing of current and future generations brought about by disruptions to social and ecological systems highlight the urgent need for schools and teachers to deliberately engage with educational strategies aimed at addressing sustainability issues. Preservice teacher education provides a recognised strategy for ensuring that future teachers develop the knowledge, understanding, values and skills necessary to embed education for sustainability (EfS) into their

Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

“…Teacher educators must learn to be agents of change with both content knowledge and leadership skills to support EfS in teacher education (Ferreira et al 2014a(Ferreira et al , b, 2015. A model developed by Evans et al (2016) illustrates how EfS was incorporated into the entire preschool teacher education programme in Queensland, Australia, from management level to instructional levels, and possibilities were created for institutional change. These authors also offered insights, strategies, examples and resources for others seeking to systematically implement EfS in higher education.…”

What Ought to Be Done to PromoteEducation for Sustainabilityin Teacher Education?

“…UNESCO‐UNEP, 1977; United Nations Economic Commission for Europe [UNECE], 2005, 2012, 2016; UNESCO, 1978): initiatives such as the UNESCO Chair on Reorienting Teacher education for Sustainable Development; the Education for Sustainable Development Toolkit (McKeown, 2006); the DESD (Decade of Education for Sustainable Development); GAP (Global Action Programme); and scholarly work (e.g. Evans, Ferreira, Stevenson, and Davis, 2016; Evans, Stevenson, Lasen, Ferreira, and Davis, 2017; Ferreira, Evans, Davis and Stevenson, 2019; Ferreira and Ryan, 2012; Kennelly and Taylor, 2007; Nolet, 2009; Steele, 2010; Summers, Childs, and Corney, 2005). Most recently, UNESCO has supported the integration of EfS in initial teacher education through Priority Action Area 3: Building capacities of educators and trainers (UNESCO, 2017b) and the Education for Sustainable Development: Towards achieving the SDGs, branded as ESD for 2030 (UNESCO, 2019).…”

“…The much harder question, though, which forms the focus of this paper, is not if, but how to best go about this work. Below I apply learnings from an ongoing initiative to implement a systems approach to embedding EfS in teacher education institutions in Australia to make a set of propositions or strategies to assist those who are considering or already working to promote EfS in teacher education (Evans, Ferreira, Davis and Stevenson, 2016; Ferreira, Evans, Davis and Stevenson, 2019; Stevenson, Davis, Ferreira and Evans, 2014; Stevenson, Ferreira, Evans and Davis, 2015).…”

“…A primary lesson from our research (Ferreira, Evans, Davis and Stevenson, 2019) is that creating change for sustainability is a complex journey where the process of change is heavily influenced by historical and current institutional contexts related to EfS. For example, our research on embedding EfS in the Queensland (Australia) teacher education context (Evans et al ., 2016) found that some institutions have well‐established structures—such as committees, policies or mission statements—to address sustainability; others are at the beginning stages of engaging staff in the EfS scholarship. Others still do not consider EfS relevant to their work.…”

Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?

“…Kuzich et al (2015) also made valuable contributions in exploring the paradoxes affecting EfS in a WA school. 3 We acknowledge the work of our colleagues, Evans, Ferreira, Davis, and Stevenson (2016), in Queensland, Australia. 4 The Salter, Venville, and Longnecker (2011) article is an exception to this generalisation, which focuses on the role of Millennium Kids Inc in a school sustainability program.…”