Professional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.

Information communication technologies (ICTs) have the potential to enable intending and in-service teachers in regional, rural and remote regions greater access to tertiary education. This paper describes how a fourth year environmental education subject has been successfully delivered wholly online for several years and how pre-service and in-service teachers have responded to learning through an online platform. Research indicates the necessity to create a social learning space in cyberspace to support learning; as well as the importance of building flexible learning opportunities and offline assessment tasks to generate meaningful learning experiences related to local places. Teaching environmental education online may initially create the dilemma of how to engage meaningfully with place-based learning through the no-place of cyberspace. However, carefully designed, online learning can and does support positive learning outcomes. While there are limitations to online study, well-conceived, web-based delivery is certainly no barrier to teaching and learning environmental education in the tertiary sector.

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.

This paper discusses the emerging field of place-based education or place-based pedagogy - an approach that seeks to enhance childrens perspective of ‘place’ via school and community related environmental projects. Place-based education is proposed as an approach that enables students to establish a connection to a place, its people, and to the world beyond the school gate. Through initiating teaching and learning experiences that respond to the unique and local places where children live, play and go to school, place-based education is notable as a significant educational tool. Gregory Smith's place-based framework (2002) and a Tasmanian case study are put forward to highlight the significance of place-based pedagogy for environmental education.

The benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education, that is, public participation, environmental adult education and environmental communication, can produce effective environmental outcomes. Indeed, these cases indicate that the principles and practices of public participation provide a catalyst for genuine collaborative efforts between different organisations and local communities. Results also indicated that environmental adult education strategies can empower community members to critically evaluate local environmental issues, which in turn resulted in a commitment to improving the local environment. I thus argue in this paper that the principles and practices of community environmental education can provide benchmarks for cross-sectoral collaboration and assist communities in reaching environmental solutions.

As Australia enters the era of emissions trading schemes, strategies to further curb emissions will grow in importance. At the same time, a national emissions trading scheme is set to be introduced whilst the country is set to increase its dependency and volume of road transport in years to come. This raises a doubly important question for transport operators: what can they do to reduce emissions? Whilst advances in fuel technology and vehicle regulations will play their parts, changing driving behaviour is an area that remains relatively unexplored. This paper will highlight the design, implementation and evaluation of a behaviour change initiative that was trialled by the State of Western Australia Department of Environment and Conservation's CleanRun team in collaboration with fleet truck drivers in a large national transport company. It will also propose a model for broader implementation and compare this to other similar programs in other countries.

Renewable energy education is evolving rapidly in response to drivers such as oil depletion and global warming. There is a rapidly increasing level of student interest in these topics and a growing demand from industry and government for skilled personnel to develop sustainable energy systems and greenhouse solutions. Several Australian and New Zealand Universities have taken up this challenge. This article reviews the global and local state of renewable energy education. It identifies approaches, issues and challenges facing sustainable energy educators and proposes some solutions to these problems.