The integration of biodiversity education in the initial education of primary school teachers: four comparative case studies from Europe

Abstract

In this article, we present results from an international research study on biodiversity education in pre‐service education of primary school teachers. The study was carried out between 2004–2006 in four teacher education institutions in Cyprus, England, Switzerland and Germany. We used document analyses and in‐depth interviews with 27 teacher educators and 22 student teachers to examine the integration of biodiversity into the pre‐service teacher education programmes, and the student teachers’ satisfaction with their respective education. In all teacher education institutions, aspects of biodiversity education were integrated mostly in the natural science modules which provided students at least with some information on the scientific aspects of biodiversity. Few modules included aspects of the controversial nature of biodiversity conservation in relation to economics, ethics, social and political concerns, and methodological approaches on how to deal with this. In the institutions in Cyprus, England and Germany the teaching focus was content‐oriented, whereas in Switzerland a situated method‐oriented approach was used. The student teachers in Switzerland felt more confident to teach about biodiversity in school. All interviewees thought it necessary to prepare primary school student teachers on how to address biodiversity in schools, and strategies on how best to achieve this are critically discussed.

Keywords:

• biodiversity education
• education for sustainable development
• initial teacher education
• case studies

Acknowledgements

We would like to thank all teacher educators and students for their time and effort in participating in the study, and the Cyprus Research Promotion Foundation and the participant Universities for providing financial support for project BIOPAEDIA. We would also like to thank several anonymous reviewers for their constructive comments.

Notes

1. The programmes of study at the four teacher education institutions are based on the European Credit Transfer and Accumulation System (ECTS) of credit hours. One credit hour is equivalent to one weekly 45–50‐minute class per semester. One ECTS credit point corresponds to 30 hours work by the student.