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A Student Teacher's Personal Pathway to Education for Sustainability

Published online by Cambridge University Press:  23 June 2015

Julie Kennelly ,
Neil Taylor  and
Tom Maxwell
Julie Kennelly*
Affiliation:
University of New England
Neil Taylor
Affiliation:
University of New England
Tom Maxwell
Affiliation:
University of New England
*
†School of Education, University of New England, Armidale, NSW 2351, Australia. Email: jkennell@une.edu.au
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Abstract

Increasing attention is being given to the inclusion of Education for Sustainability in pre-service teacher education. However, there is little research to explain why and how early-career teachers include Education for Sustainability in their work, or how teacher education providers can encourage and support them to do this. Through analysis of two interviews this paper examines the way in which a pre-service primary school teacher interprets her role in Education for Sustainability. Her personal reflections on the manner in which her life experiences, including her own schooling, have influenced her intentions as teacher are explored. Her university teacher education program in Education for Sustainability and her teaching internship experience also appear to have influenced her teaching goals. The profile presented in this paper outlines her intentions and sense of identity as teacher and how that has developed and is expressed. Conclusions centre on the relevance of her reflections for education for sustainability in pre-service teacher education. In particular, her example demonstrates how the development of pedagogical content knowledge relevant to Education for Sustainability during the pre-service years can play an integral part in an individual's decision-making when teaching.

Keywords

Pre-service teacher educationearly career teacherscase studyteacher identityeducation for sustainability
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 24 , 2008 , pp. 23 - 33
Copyright
Copyright © Cambridge University Press 2008

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