What ought to be done to promote education for sustainability in teacher education?

Evans, Neus (Snowy)

Abstract

Teachers are major players in the development of future citizens who have the knowledge, understanding, skills, values and dispositions to respond to existential threats such as climate change, land degradation, sea level rise and population growth. Yet, this type of education, often captured under the name of Education for Sustainability (EfS), is often rejected by teacher educators and, thereby, mostly not included in the education of future teachers. This paper draws on learning from a long-term collaborative project to argue for the promotion of EfS in teacher education and to offer a set of propositions or strategies for doing so. The paper will interest academics and researchers within and beyond teacher education who are interested in change towards sustainability through education.

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Journal of Philosophy of Education

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0309-8249

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Blackwell Publishers Ltd

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DOI

10.1111/1467-9752.12482