Teacher identities as key to Environmental Education for Sustainability implementation: a study from Australia

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Abstract

This article presents findings from a study that evaluated the impact of an Australian sustainability initiative, with a view to unravelling the realities of teachers' implementation approaches. The paper outlines a study that reviews a government initiative in early years, primary and secondary educational settings that uses the Data Collection, Storage and Visualisations System (DCSVS) aimed at enhancing sustainability awareness and embedding sustainability as part of everyday practice in schools and early childhood services. It was also intended to offer school leaders, teachers and students avenues to engage with their consumption of natural resources. This in turn was anticipated to increase awareness about conservation, with the long-term aim to engage with the broader themes of sustainability. This article focuses on the role of teachers' identities in enacting these policy initiatives. It highlights teachers' enactment of the policies, the crucial role of school leaders in the process, as well as the deeper connections between curriculum and pedagogy.

Original languageEnglish
Pages (from-to)228-243
Number of pages16
JournalAustralian Journal of Environmental Education
Volume34
Issue number3
DOIs
Publication statusPublished - 1 Nov 2018

Keywords

  • education for sustainability
  • environmental education
  • policy
  • teacher education
  • teachers

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