Pub Date : 2022-12-23DOI: 10.1080/10382046.2023.2158631
Péter Bagoly-Simó
Abstract For decades, geography has claimed to be the school subject with a unique and powerful contribution to Environmental Education and, subsequently, Education for Sustainable Development. Empirical evidence seems to support this agenda showcasing that geographical knowledge, defined as human-environment interaction, can better equip students with the knowledge required in relation to ESD-topics and thus help to work towards a more sustainable future than any other school subject. However, despite the efforts of the last three decades, there is a clear gap between the claim and the reality of geography’s role in ESD. Therefore, using the case of Germany, this article discusses three dimensions of this gap to assist geography in making the meaningful contribution to young people’s lives that it has promised for decades.
{"title":"Geography’s unkept promises of education for sustainable development (ESD) on geography’s wasted potential to educate for a more sustainable future","authors":"Péter Bagoly-Simó","doi":"10.1080/10382046.2023.2158631","DOIUrl":"https://doi.org/10.1080/10382046.2023.2158631","url":null,"abstract":"Abstract For decades, geography has claimed to be the school subject with a unique and powerful contribution to Environmental Education and, subsequently, Education for Sustainable Development. Empirical evidence seems to support this agenda showcasing that geographical knowledge, defined as human-environment interaction, can better equip students with the knowledge required in relation to ESD-topics and thus help to work towards a more sustainable future than any other school subject. However, despite the efforts of the last three decades, there is a clear gap between the claim and the reality of geography’s role in ESD. Therefore, using the case of Germany, this article discusses three dimensions of this gap to assist geography in making the meaningful contribution to young people’s lives that it has promised for decades.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"53 - 68"},"PeriodicalIF":1.8,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42592103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.1080/10382046.2023.2158622
Péter Bagoly-Simó, J. Kriewaldt
Environmental sustainability is not a new issue, but the current imperatives the global community faces call for urgent action in building powerful knowledge of ESD in ITE. We are living in the geological age dubbed the Anthropocene to highlight this as the period during which human’s activities dominate the environment. Climate change as an (inter)generational global issue has moved masses of mostly young adults across the world. Protests, such as Fridays for Future have attracted young people and increased their political engagement, yet what they learn about climate and its dynamics at school is limited. Geography education is claimed as a key discipline that can impact on their knowledge, alongside parents and mass media as sources of information. As members of this scholarly community, we argue that there is an urgent need to better build powerful knowledge of ESD in teacher preparation so that teachers can confidently play a key role in helping young people understand and respond to the climate emergency. Over the last decades, IRGEE became a mirror of the expanding interests of Geography educators around the globe. While a broadening of our research interests takes place, historical meta-studies (for the German-speaking countries, cf. Bagoly-Simó & Hemmer, 2017) uncovered a range of topics that have held the uninterrupted attention of Geography educators. Along with map skills and spatial orientation, as a scholarly community, we tend to keep matters of geographical knowledge and ESD high on our agenda. Both the Lucerne Declaration on Geographical Education for Sustainable Development (Haubrich, Reinfried, & Schleicher, 2007) and the revisited International Charter on Geographical Education (IGU-CGE, 2016) documented our previous efforts and outlined possible future steps, recognizing the vital links between research in geography education and allied areas of education for sustainability. Indeed, equipping students with geographical knowledge suitable to both recognize less sustainable behavior and strive for viable alternative to achieve a more sustainable future, is one of the core contributions of Geography as a school subject to the education of young individuals. In contrast to other subjects, as empirical studies show, Geography has a strong conceptual (Bagoly-Simó, 2014) and thematic (Bagoly-Simó, 2013) affinity to sustainable development. Its objectives often overlap with those of ESD. However, the specifics of the nature of geographical knowledge required to make this significant contribution continue to require our attention. Notably in 2018 our scholarly community examined the prospects for ESD and signalled the need for further research (Chang & Kidman, 2018). Two years later, in IRGEE’s 2020 special issue, scholars reported on the GeoCapabilities approach which has powerful disciplinary knowledge at its heart. In this approach, Geography educators ask in what respect is geographical knowledge powerful. We take from the special
{"title":"Future geography teachers for the planet. Powerful (disciplinary) knowledge and education for sustainable development (ESD) in initial teacher education (ITE)","authors":"Péter Bagoly-Simó, J. Kriewaldt","doi":"10.1080/10382046.2023.2158622","DOIUrl":"https://doi.org/10.1080/10382046.2023.2158622","url":null,"abstract":"Environmental sustainability is not a new issue, but the current imperatives the global community faces call for urgent action in building powerful knowledge of ESD in ITE. We are living in the geological age dubbed the Anthropocene to highlight this as the period during which human’s activities dominate the environment. Climate change as an (inter)generational global issue has moved masses of mostly young adults across the world. Protests, such as Fridays for Future have attracted young people and increased their political engagement, yet what they learn about climate and its dynamics at school is limited. Geography education is claimed as a key discipline that can impact on their knowledge, alongside parents and mass media as sources of information. As members of this scholarly community, we argue that there is an urgent need to better build powerful knowledge of ESD in teacher preparation so that teachers can confidently play a key role in helping young people understand and respond to the climate emergency. Over the last decades, IRGEE became a mirror of the expanding interests of Geography educators around the globe. While a broadening of our research interests takes place, historical meta-studies (for the German-speaking countries, cf. Bagoly-Simó & Hemmer, 2017) uncovered a range of topics that have held the uninterrupted attention of Geography educators. Along with map skills and spatial orientation, as a scholarly community, we tend to keep matters of geographical knowledge and ESD high on our agenda. Both the Lucerne Declaration on Geographical Education for Sustainable Development (Haubrich, Reinfried, & Schleicher, 2007) and the revisited International Charter on Geographical Education (IGU-CGE, 2016) documented our previous efforts and outlined possible future steps, recognizing the vital links between research in geography education and allied areas of education for sustainability. Indeed, equipping students with geographical knowledge suitable to both recognize less sustainable behavior and strive for viable alternative to achieve a more sustainable future, is one of the core contributions of Geography as a school subject to the education of young individuals. In contrast to other subjects, as empirical studies show, Geography has a strong conceptual (Bagoly-Simó, 2014) and thematic (Bagoly-Simó, 2013) affinity to sustainable development. Its objectives often overlap with those of ESD. However, the specifics of the nature of geographical knowledge required to make this significant contribution continue to require our attention. Notably in 2018 our scholarly community examined the prospects for ESD and signalled the need for further research (Chang & Kidman, 2018). Two years later, in IRGEE’s 2020 special issue, scholars reported on the GeoCapabilities approach which has powerful disciplinary knowledge at its heart. In this approach, Geography educators ask in what respect is geographical knowledge powerful. We take from the special","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"1 - 3"},"PeriodicalIF":1.8,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1080/10382046.2022.2154973
O. Nadeem, Mariyum Nawaz
Abstract The main aim of this study is to assess university students’ perceptions of climate change (CC) and sustainable development (SD). It also reviews existing curricula of various degree programs and obtains students’ opinion on how to integrate these concepts into the curricula and improve teaching methods and students’ learning. In total, 400 students from two of the oldest and renowned public sector higher education institutions (HEIs) in Lahore, Pakistan participated in this study. The results revealed that students have better perceptions of CC than of SD even though very few degree programs cover these concepts in their curriculum. Generally, the students perceived that human beings’ interference with the natural settings through their development actions is the main reason for climate change. They prefer environmental protection over economic growth. It is concluded that the integration of courses on CC and SD and promoting action-oriented case study research in the curriculum of the degree programs being offered by the HEIs can help improve learning. Hence, the HEIs of developing countries with similar socio-economic contexts need to do more to train our future generation of professionals to facilitate achieving the goal of sustainable development.
{"title":"Climate change and sustainable development perceptions of university students in Lahore, Pakistan","authors":"O. Nadeem, Mariyum Nawaz","doi":"10.1080/10382046.2022.2154973","DOIUrl":"https://doi.org/10.1080/10382046.2022.2154973","url":null,"abstract":"Abstract The main aim of this study is to assess university students’ perceptions of climate change (CC) and sustainable development (SD). It also reviews existing curricula of various degree programs and obtains students’ opinion on how to integrate these concepts into the curricula and improve teaching methods and students’ learning. In total, 400 students from two of the oldest and renowned public sector higher education institutions (HEIs) in Lahore, Pakistan participated in this study. The results revealed that students have better perceptions of CC than of SD even though very few degree programs cover these concepts in their curriculum. Generally, the students perceived that human beings’ interference with the natural settings through their development actions is the main reason for climate change. They prefer environmental protection over economic growth. It is concluded that the integration of courses on CC and SD and promoting action-oriented case study research in the curriculum of the degree programs being offered by the HEIs can help improve learning. Hence, the HEIs of developing countries with similar socio-economic contexts need to do more to train our future generation of professionals to facilitate achieving the goal of sustainable development.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"181 - 196"},"PeriodicalIF":1.8,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.1080/10382046.2022.2154964
Neli Heidari, Markus Sebastian Feser, Nina Scholten, K. Schwippert, Sandra Sprenger
Abstract Academic language in geography education has attracted attention due to the increasing linguistic heterogeneity in most classrooms. Considering that subject-specific language differs from the language students use in their everyday lives, language-aware geography education contributes to addressing subject-specific language demands. However, there seems to be little empirical research and no systematic overview available concerning this topic. Thus, the aim of this study is to systematically review publications that empirically researched language in geography education to provide a synthesized state of knowledge for future research in this field. In accordance with the PRISMA guidelines, a final selection of 38 studies from three literature databases–Web of Science, ProQuest, and Scopus–were analyzed in this study. The empirical studies were categorized with reference to their subject-specific themes, concepts of space, and working methods, as well as the examined language. The main findings showed that the studies primarily examined language at the text/discourse level and in the written language mode. Particularly, the studies predominately investigated reading skills. Furthermore, physical geographical themes were at the center of the set of publications. This systematic review has both theoretical and practical implications for future research on the role of language in geography education research.
摘要地理教育中的学术语言由于在大多数课堂中日益增加的语言异质性而引起人们的关注。考虑到特定学科的语言与学生日常生活中使用的语言不同，语言意识地理教育有助于满足特定学科的语文需求。然而，似乎很少有实证研究，也没有关于这一主题的系统综述。因此，本研究的目的是系统地回顾对地理教育中语言进行实证研究的出版物，为该领域的未来研究提供综合的知识状态。根据PRISMA指南，本研究分析了来自三个文献数据库（Web of Science、ProQuest和Scopus）的38项研究。实证研究根据其主题、空间概念、工作方法以及研究语言进行了分类。主要研究结果表明，这些研究主要在文本/话语层面和书面语言模式下考察语言。特别是，这些研究主要调查阅读技能。此外，自然地理主题是这套出版物的中心。这一系统综述对未来研究语言在地理教育研究中的作用具有理论和实践意义。
{"title":"Language in primary and secondary geography education: a systematic literature review of empirical geography education research","authors":"Neli Heidari, Markus Sebastian Feser, Nina Scholten, K. Schwippert, Sandra Sprenger","doi":"10.1080/10382046.2022.2154964","DOIUrl":"https://doi.org/10.1080/10382046.2022.2154964","url":null,"abstract":"Abstract Academic language in geography education has attracted attention due to the increasing linguistic heterogeneity in most classrooms. Considering that subject-specific language differs from the language students use in their everyday lives, language-aware geography education contributes to addressing subject-specific language demands. However, there seems to be little empirical research and no systematic overview available concerning this topic. Thus, the aim of this study is to systematically review publications that empirically researched language in geography education to provide a synthesized state of knowledge for future research in this field. In accordance with the PRISMA guidelines, a final selection of 38 studies from three literature databases–Web of Science, ProQuest, and Scopus–were analyzed in this study. The empirical studies were categorized with reference to their subject-specific themes, concepts of space, and working methods, as well as the examined language. The main findings showed that the studies primarily examined language at the text/discourse level and in the written language mode. Particularly, the studies predominately investigated reading skills. Furthermore, physical geographical themes were at the center of the set of publications. This systematic review has both theoretical and practical implications for future research on the role of language in geography education research.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"234 - 251"},"PeriodicalIF":1.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Water care and aquatic ecosystems play a fundamental role in the health and sustainable development of our society. From this perspective, education and water culture are key elements for increasing environmental awareness of the socio-environmental problems and risks associated with the sustainable use and management of water resources. The aim of this study is ascertain the level of environmental awareness that primary school students have about the management and uses of water. A mixed sequential exploratory design is proposed, which is developed in two research phases. An initial phase of qualitative data collection and analysis; and a subsequent complementary phase of quantitative data gathering and analysis. The results of this research show the low levels of environmental awareness on the part of students regarding the uses, management and socio-environmental problems related to water. In addition, they tend to conceive of water uses from a direct and proximate perspective, based on food, health and hygiene. The conclusions of this study suggest the need to approach the contents of water from a broader perspective, considering the causes and consequences of the problems arising from poor water use and management
{"title":"Analysis and assessment of the environmental awareness of primary school pupils on the management and sustainable use of water","authors":"María-Paz Pozo-Muñoz, Carolina Martín-Gámez, Leticia-Concepción Velasco-Martínez","doi":"10.1080/10382046.2022.2154963","DOIUrl":"https://doi.org/10.1080/10382046.2022.2154963","url":null,"abstract":"Abstract Water care and aquatic ecosystems play a fundamental role in the health and sustainable development of our society. From this perspective, education and water culture are key elements for increasing environmental awareness of the socio-environmental problems and risks associated with the sustainable use and management of water resources. The aim of this study is ascertain the level of environmental awareness that primary school students have about the management and uses of water. A mixed sequential exploratory design is proposed, which is developed in two research phases. An initial phase of qualitative data collection and analysis; and a subsequent complementary phase of quantitative data gathering and analysis. The results of this research show the low levels of environmental awareness on the part of students regarding the uses, management and socio-environmental problems related to water. In addition, they tend to conceive of water uses from a direct and proximate perspective, based on food, health and hygiene. The conclusions of this study suggest the need to approach the contents of water from a broader perspective, considering the causes and consequences of the problems arising from poor water use and management","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"217 - 233"},"PeriodicalIF":1.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43889604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.1080/10382046.2022.2153988
E. Smith, E. Rushton
Abstract Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all.
{"title":"Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world","authors":"E. Smith, E. Rushton","doi":"10.1080/10382046.2022.2153988","DOIUrl":"https://doi.org/10.1080/10382046.2022.2153988","url":null,"abstract":"Abstract Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"252 - 267"},"PeriodicalIF":1.8,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45751614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.1080/10382046.2022.2154976
Hana M. Al Balushi, Abdullah K. Ambusaidi
Abstract The objective of this research is to consider the self-reported environmental attitudes and behaviours of Omani students and identify the factors that determine them. This research aims to explore the current environmental education curriculum in Oman. Specifically, this research is designed to identify school-related factors that might influence Omani students’ self-reported environmental attitudes and behaviours. An explanatory sequential mixed method research design is adopted to gather information from primary and secondary sources. A questionnaire of 53 items was designed and tested on 212 students from four secondary schools in Oman, and then 25 semi-structured interviews were conducted with students, teachers and heads from the same four secondary schools. The data generated from the questionnaires were analysed using two methods: descriptive statistics and chi-square tests. The data generated from the interviews were analysed using thematic analysis. The major findings of this research indicate that the environmental curriculum appears to be a moderate contributor to environmental attitudes and behaviours, whereas environmental knowledge appears to be a positive contributor to environmental attitudes and behaviours. Overall, this study suggests that including environmental education in schools improves students’ environmental attitudes and behaviours.
{"title":"The influence of environmental education on Omani students self-reported environmental attitudes and behaviours","authors":"Hana M. Al Balushi, Abdullah K. Ambusaidi","doi":"10.1080/10382046.2022.2154976","DOIUrl":"https://doi.org/10.1080/10382046.2022.2154976","url":null,"abstract":"Abstract The objective of this research is to consider the self-reported environmental attitudes and behaviours of Omani students and identify the factors that determine them. This research aims to explore the current environmental education curriculum in Oman. Specifically, this research is designed to identify school-related factors that might influence Omani students’ self-reported environmental attitudes and behaviours. An explanatory sequential mixed method research design is adopted to gather information from primary and secondary sources. A questionnaire of 53 items was designed and tested on 212 students from four secondary schools in Oman, and then 25 semi-structured interviews were conducted with students, teachers and heads from the same four secondary schools. The data generated from the questionnaires were analysed using two methods: descriptive statistics and chi-square tests. The data generated from the interviews were analysed using thematic analysis. The major findings of this research indicate that the environmental curriculum appears to be a moderate contributor to environmental attitudes and behaviours, whereas environmental knowledge appears to be a positive contributor to environmental attitudes and behaviours. Overall, this study suggests that including environmental education in schools improves students’ environmental attitudes and behaviours.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"90 - 106"},"PeriodicalIF":1.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46649700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/10382046.2022.2148981
Gillian Kidman, Chew-Hung Chang
Published in International Research in Geographical and Environmental Education (Vol. 31, No. 4, 2022)
发表于《地理与环境教育国际研究》(第31卷第4期，2022年)
{"title":"Reviewers","authors":"Gillian Kidman, Chew-Hung Chang","doi":"10.1080/10382046.2022.2148981","DOIUrl":"https://doi.org/10.1080/10382046.2022.2148981","url":null,"abstract":"Published in International Research in Geographical and Environmental Education (Vol. 31, No. 4, 2022)","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"4 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1080/10382046.2022.2146836
J. Kriewaldt, Shu Jun Lee
Abstract Preparing school teachers goes beyond equipping them with instrumental knowledge of curriculum, pedagogy, and experiences of how this can be enacted in practice. They must be prepared to understand and encompass compelling social issues of justice, equity, and sustainability. To do this they need to understand pressing environmental issues as a forerunner to incorporate sustainability into their teaching. This paper uses survey data from a sample of 136 Australian pre-service teachers to gauge their knowledge and beliefs about sustainability, as well as their level of concern and their inclination to teach about it. The results show sound levels of knowledge of the biophysical environment, knowledge about the consequences of unsustainable practices and the effects of energy use and its contribution as one cause of climate change. Some also hold misconceptions about the causes of climate change. Most prospective teachers are ready to take action to protect earth systems through personal actions, and teaching and advocating within their school community, and less likely to undertake political activities beyond the school. Results from this sample are used to set out a challenge to use the concept of powerful knowledge in tandem with everyday knowledge to improve sustainability instruction in teachers’ preparation programs to capitalise on their potential to contribute to Education for Sustainable Development.
{"title":"Towards powerful knowledge: an Australian case study of prospective teachers’ knowledge and dispositions for sustainability education","authors":"J. Kriewaldt, Shu Jun Lee","doi":"10.1080/10382046.2022.2146836","DOIUrl":"https://doi.org/10.1080/10382046.2022.2146836","url":null,"abstract":"Abstract Preparing school teachers goes beyond equipping them with instrumental knowledge of curriculum, pedagogy, and experiences of how this can be enacted in practice. They must be prepared to understand and encompass compelling social issues of justice, equity, and sustainability. To do this they need to understand pressing environmental issues as a forerunner to incorporate sustainability into their teaching. This paper uses survey data from a sample of 136 Australian pre-service teachers to gauge their knowledge and beliefs about sustainability, as well as their level of concern and their inclination to teach about it. The results show sound levels of knowledge of the biophysical environment, knowledge about the consequences of unsustainable practices and the effects of energy use and its contribution as one cause of climate change. Some also hold misconceptions about the causes of climate change. Most prospective teachers are ready to take action to protect earth systems through personal actions, and teaching and advocating within their school community, and less likely to undertake political activities beyond the school. Results from this sample are used to set out a challenge to use the concept of powerful knowledge in tandem with everyday knowledge to improve sustainability instruction in teachers’ preparation programs to capitalise on their potential to contribute to Education for Sustainable Development.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"35 - 52"},"PeriodicalIF":1.8,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.1080/10382046.2022.2143553
Mark Jones
{"title":"Mentoring geography teachers in the secondary school a practical guide","authors":"Mark Jones","doi":"10.1080/10382046.2022.2143553","DOIUrl":"https://doi.org/10.1080/10382046.2022.2143553","url":null,"abstract":"","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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