Education and Sustainability in Teacher Education: First Moves and Pedagogy

By David G. Lloyd, Richard Smith and Kathryn Paige.

Published by The Sustainability Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Education for sustainability is gradually moving from the edges towards the centre of school curriculum and therefore demands that teachers be prepared to take leadership in this area. We describe here the beginnings of a movement by the School of Education, University of South Australia, towards the development of ‘just and green teachers’. Particular reference is given to the development and presentation of course work designed to prepare teachers for leadership in sustainability practices in schools, within a wider, more slowly paced, framework of curriculum development with the School. We describe how we have used an integral approach to curriculum and pedagogical practices in a course that values knowing, feeling and doing. We conclude with reflections on successes and challenges for future development from the perspectives of the first cohort of students to take the course, and our own insights.

Keywords: Sustainability Education, Teacher Education, Tertiary Education

The International Journal of Environmental, Cultural, Economic and Social Sustainability, Volume 7, Issue 3, pp.65-90. Article: Print (Spiral Bound). Article: Electronic (PDF File; 964.728KB).

Dr. David G. Lloyd

Lecturer, Division of Education, Arts and Social Sciences (DEAS), School of Education (Mawson Lakes Campus), University of South Australia, Adelaide, South Australia, Australia

Richard Smith

Adjunct Senior Lecturer, University of South Australia, Adelaide, South Australia, Australia

Dr. Kathryn Paige

Senior lecturer in science and mathematics education, School of Education, University of South Australia, Adelaide, South Australia, Australia

Dr. Kathryn Paige is a senior lecturer in primary science and mathematics education in the School of Education, Mawson Lakes Campus, University of South Australia. Her earlier professional career involved seventeen years as a primary teacher and a project officer in ther Curriculum Division of the South Australian Education Department. Kathy’s doctorate research investigated primary teachers beliefs and practices about thinking and working scientifically and technologically. Her current research focuses on primary science education, place based education and teacher professional development.


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