The Status of Education for Sustainability in Initial Teacher Education Programs: A Canadian Case Study. Issue 4 (19th August 2014)

• Record Type: Journal Article
• Authors: Falkenberg, Thomas; Babiuk, Gary; Leal Filho, Walter; Sima, Mihaela
• Is Part Of: International journal of sustainability in higher education. Volume 15:Issue 4(2014)
• Publication Date: 2014-08-19
• Subjects: Environmental education -- Periodicals; Environmental responsibility -- Study and teaching (Higher) -- Periodicals; Sustainable development -- Periodicals; 333.70711
• DOI: 10.1108/IJSHE-10-2012-0088
• Languages: English
• ISSNs: 1467-6370

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec sec-type="purpose"> <title>Purpose</title> <p>The purpose of this paper is to establish the status of education for sustainability in the teacher education programs in the province of Manitoba in Canada and to identify challenges and obstacles for mainstreaming education for sustainability in those programs.</p> </sec> <sec sec-type="design|methodology|approach"> <title>Design/methodology/approach</title> <p>Using a multi-unit case study design, on-line program information and data from interviews with faculty administrators and a convenience sample of faculty members from all five faculties of education in Manitoba were collected and analysed. </p> </sec> <sec sec-type="findings"> <title>Findings</title> <p>There is no systematic and focused preparation of teachers for education for sustainability in any of the Manitoba teacher education programs. Three challenges for mainstreaming of education for sustainability are identified: lack of leadership, an unfavourable view of the role of education for sustainability, and the silo-ing within faculties of education.</p> </sec> <sec sec-type="research limitations|implications"> <title>Research limitations/implications</title> <p>The research is limited by its focus on the program-based implementation of education for sustainability in faculties of education, which did not include any course-based implementation by individual instructors.</p> </sec> <sec sec-type="practical implications"> <title>Practical implications</title> <p>To address the challenges and obstacles for mainstreaming, the authors argue for joint leadership across the relevant institutional levels (government, university, and faculty), and for establishing education for sustainability as a framework for responding to the purpose question of school education. </p> </sec> <sec sec-type="originality|value"> <title>Originality/value</title> <p>The study provides empirical evidence for some of the major challenges for mainstreaming education for sustainability in faculties in education and, by generalization, all university faculties.</p> </sec> </abstract>