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Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

  • Sylvia C. Almeida (a1), Deborah Moore (a2) and Melissa Barnes (a1)
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.

Copyright
Corresponding author
Address for correspondence: Sylvia C. Almeida, Faculty of Education, Monash University, Wellington Rd, Clayton VIC 3800, Australia. Email: sylvia.almeida@monash.edu
References
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Australian Journal of Environmental Education
  • ISSN: 0814-0626
  • EISSN: 2049-775X
  • URL: /core/journals/australian-journal-of-environmental-education
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