Comparing education for sustainable development in initial teacher education across four countries
Journal Publication ResearchOnline@JCUAbstract
Purpose: This paper undertakes a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada, and Australia. It provides insights into issues arising internationally, implications for ESD in ITE, and offers learnings for other countries and contexts. Design/methodology/approach: A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings: The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in initial teacher education to some extent. Comparing and contrasting approaches has revealed learnings focused on ESD in relation to governance and regulation, practices, and leadership. Research limitations/implications: Making comparisons between different contexts is difficult and uncertain, and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in initial teacher education will be better understood and overcome if countries can learn from one another. Originality/value: Scrutinising different approaches is valuable for broadening views about possibilities, and understanding how policies and initiatives translate in practice.
Journal
International Journal of Sustainability in Higher Education
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Volume
22
ISBN/ISSN
1758-6739
Edition
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Issue
6
Pages Count
22
Location
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Publisher
Emerald Group
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Publisher Location
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Publish Date
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Url
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Date
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EISSN
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DOI
10.1108/IJSHE-07-2020-0254