Citation

Pre-service teachers grapple with their role in promoting a sustainable future

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

This paper presents the findings of a study of pre-service teachers’ perceptions of their role in promoting a sustainable future that is defined by economic, environmental and social equity (UNESCO, 2004). The study also looks at the learning materials the pre-service teachers prepared for promoting awareness among students in secondary schools. While it is claimed that initial teacher education holds particular promise for building a culture of sustainability (Ferreira, Ryan & Tilbury; 2007), and while the Accord on Initial Teacher Education of the Association of Canadian Deans of Education indicates a commitment to a “democratic society that is inclusive, equitable, and sustainable” (2007, p. 1), strategic ways to promote a culture of sustainability through teacher education are not well documented. The study described herein was carried out following the implementation of a seventy-two hour integrative course in the final year of a four-year teacher education program. Central to the course content is the complex nature of sustainability; however, the pre-service teachers also engage in critical examination of their past, present and future (Korthagen & Vasalos, 2005; Pinar, 2004; & Roberston, 2004). Data include student written perceptions of elements of the course, transcriptions of focus group interviews, and materials created by the pre-service teachers. The paper underlines the significance of combining explicit attention to the implications of identity formation, while engaging students in examining sustainability and notions of “teaching as a social responsibility”, and the “transformative power of education”.
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492555_index.html
Direct Link:
HTML Code:

MLA Citation:

Aitken, Avril. "Pre-service teachers grapple with their role in promoting a sustainable future" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492555_index.html>

APA Citation:

Aitken, A. , 2011-05-01 "Pre-service teachers grapple with their role in promoting a sustainable future" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492555_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper presents the findings of a study of pre-service teachers’ perceptions of their role in promoting a sustainable future that is defined by economic, environmental and social equity (UNESCO, 2004). The study also looks at the learning materials the pre-service teachers prepared for promoting awareness among students in secondary schools. While it is claimed that initial teacher education holds particular promise for building a culture of sustainability (Ferreira, Ryan & Tilbury; 2007), and while the Accord on Initial Teacher Education of the Association of Canadian Deans of Education indicates a commitment to a “democratic society that is inclusive, equitable, and sustainable” (2007, p. 1), strategic ways to promote a culture of sustainability through teacher education are not well documented. The study described herein was carried out following the implementation of a seventy-two hour integrative course in the final year of a four-year teacher education program. Central to the course content is the complex nature of sustainability; however, the pre-service teachers also engage in critical examination of their past, present and future (Korthagen & Vasalos, 2005; Pinar, 2004; & Roberston, 2004). Data include student written perceptions of elements of the course, transcriptions of focus group interviews, and materials created by the pre-service teachers. The paper underlines the significance of combining explicit attention to the implications of identity formation, while engaging students in examining sustainability and notions of “teaching as a social responsibility”, and the “transformative power of education”.


Similar Titles:
Civic Education, Who Cares? Social Studies Pre-Service Teachers' Roles in Promoting Civic Engagement

Making White Privilege Explicit for Pre-service Teachers: An Action Research Project Including a Teacher Educator, Popular Media, and Future Teachers


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.