Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand

Abstract

This paper draws on the narratives of three teaching staff as they collaborate to transform student teachersí thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as: whakapapa (our connectedness to all things, both living and non-living) and a mini action research project on the ërubbishí generated on their class days. The question the co-researchers pose: How is the [bicultural] conceptual framework visible in our teaching and learning about sustainability? Our findings suggest that student teachers become articulate and passionate about sustainability through engagement in activities that challenge the ëtakenfor- grantedí everyday practices. As confidence and competence increases, student teachers can realise their potential to make significant curriculum changes as they work alongside children and their families to care for planet earth.

Teacher Education for Sustainable Development: A Review of an Emerging Research Field

“…Publications cover design features of a TESD activity (O’Gorman & Davis, 2013), specific pedagogies (Karpudewan et al, 2009), or change processes in the curriculum (Flaws & Meredith, 2007). Analysis focuses predominantly on learning processes (Smorti et al, 2013) but also covers to a certain extent teachers’ perception and links to learning outcomes (Vare et al, 2019).…”

Pengetahuan dan sokongan belia terhadap dasar kerajaan mengenai perubahan iklim

“…Antara faktor yang mempengaruhi pengetahuan belia ialah pendidikan. Semenza (2008) dan Smorti et al (2013) menyatakan pendidikan lestari dapat memberikan banyak peluang dan cabaran untuk kerjaya belia pada masa kini. Faktor lain adalah sikap sama ada individu tersebut mengambil berat mengenai perubahan iklim ataupun tidak.…”

“…Secara umumnya, untuk meningkatkan tahap kesedaran terhadap perubahan iklim dalam kalangan masyarakat adalah sukar. Singh dan Singh (2011), MacDonald et al (2012), Smorti et al (2013), dan Skalik (2015) menyatakan kesedaran dan kepekaan dalam kalangan belia adalah sangat penting khususnya bagi pelajar kolej dan universiti. Berdasarkan kajian oleh Siti Rohani (2013), secara puratanya hanya 3 daripada 10 orang rakyat Malaysia yang prihatin tentang isuisu alam sekitar.…”

“…Kesedaran terhadap kesan perubahan iklim perlu menjadi keutamaan belia pada masa kini. Belia mempunyai hubungan yang sangat kuat terhadap fenomena ini kerana mereka merupakan generasi yang akan mewarisi iklim dunia sekiranya pemimpin negara gagal membentuk dan menerapkan nilai-nilai murni dan moral kepada generasi muda pada zaman sekarang (Francique, 2007;Smorti et al, 2013;The United Nations, 2009). Kenyataan ini disokong oleh Ipsos (2004) dalam kajiannya yang menyatakan bahawa alam sekitar perlu menjadi keutamaan bagi golongan belia yang pragmatis.…”

Pre-service teachers’ aesthetic learning about inclusion and exclusion

“…University courses and modules infused with the content of environmental education and education for sustainable development are a setting that easily lends itself to accommodating the preparation described above. Such courses have now become an integral part of teacher education programmes in many parts of the world (Manolas and Tampakis, 2010;Pace, 2010;Dimenäs and Alexandersson, 2012;Muthersbaugh and Kern, 2012;Smorti et al, 2013). They cover different contents and rely on different philosophies and methodologies to organise pre-service teachers' learning about sustainability-related issues.…”