Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11256
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dc.contributor.authorKennelly, Julieen
dc.contributor.authorTaylor, Neilen
dc.contributor.authorMaxwell, Thomas Wen
dc.contributor.authorSerow, Penelopeen
dc.date.accessioned2012-09-11T16:20:00Z-
dc.date.created2010en
dc.date.issued2011-
dc.identifier.urihttps://hdl.handle.net/1959.11/11256-
dc.description.abstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education. This essentially qualitative study describes how a one semester final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school. However the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. Whilst pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.en
dc.languageenen
dc.titleEducation for Sustainability and Pre-service Teacher Educationen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
dc.subject.keywordsPrimary Education (excl Maori)en
local.contributor.firstnameJulieen
local.contributor.firstnameNeilen
local.contributor.firstnameThomas Wen
local.contributor.firstnamePenelopeen
local.subject.for2008130105 Primary Education (excl Maori)en
local.subject.seo2008960703 Environmental Education and Awarenessen
dcterms.RightsStatementCopyright 2010 - Julie Kennellyen
dc.date.conferred2011en
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Philosophyen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailjkennell@une.edu.auen
local.profile.emailntaylor6@une.edu.auen
local.profile.emailtmaxwell@une.edu.auen
local.profile.emailpserow2@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20100824-12377en
local.access.fulltextYesen
local.contributor.lastnameKennellyen
local.contributor.lastnameTayloren
local.contributor.lastnameMaxwellen
local.contributor.lastnameSerowen
dc.identifier.staffune-id:jkennellen
dc.identifier.staffune-id:ntaylor6en
dc.identifier.staffune-id:tmaxwellen
dc.identifier.staffune-id:pbaker31en
local.profile.orcid0000-0001-8438-319Xen
local.profile.orcid0000-0001-6775-178Xen
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:11455en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleEducation for Sustainability and Pre-service Teacher Educationen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.thesis.borndigitalyesen
local.search.authorKennelly, Julieen
local.search.supervisorTaylor, Neilen
local.search.supervisorMaxwell, Thomas Wen
local.search.supervisorSerow, Penelopeen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/afb2d717-e721-4f22-9a21-6b2ca5059e2ben
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/8672084f-cd5a-448b-8fd5-f4e7076c7756en
local.uneassociationYesen
local.year.conferred2011en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/afb2d717-e721-4f22-9a21-6b2ca5059e2ben
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/8672084f-cd5a-448b-8fd5-f4e7076c7756en
Appears in Collections:Thesis Doctoral
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