The contribution of sustainability education pedagogies to the development of Greek preservice teachers’ sustainability consciousness about social issues in urban environments

Abstract

This study explores the role of specific sustainability education pedagogies in developing preservice teachers’ sustainability consciousness (SC). The participants were 77 Greek preservice teachers from a Department of Primary Education, organized into two cohorts (N₁=30, N₂=47), from two consecutive semesters. Data were collected through (a) the use of the SC scale, administered before and about two weeks after the end of project and (b) reflective discussions, in the form of interviews, with the groups of preservice teachers at the end of the project. Questionnaire data were analysed using significance testing, 95% confidence intervals, and effect sizes, while from interview data bottom-up categories were developed. Analysis revealed a significant increase in the Total SC scores and in the Knowledge and Social Aspects scores in both cohorts, while Environmental scores were significantly increased only in cohort 1. Moreover, from the interviews it was concluded that the Education for Sustainable Development (ESD) pedagogies of site visits and the associated worksheets and activities, along with concept maps were by far the most influential factors affecting preservice teachers’ learning, while general principles of teaching (e.g. students’ engagement during teaching, the practicing of theoretical concepts) were also identified.

Keywords:

• ESD pedagogies
• sustainability consciousness
• student-teachers
• social urban sustainability
• teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

George Malandrakis

George Malandrakis is an Assistant Professor in Environmental Education/Education for Sustainable Development at the Aristotle University of Thessaloniki, Greece. His research interests include, but are not limited, to students’ views and ideas about environmental issues, the teaching of footprints, urban sustainability education, sustainability ethics development, pre-service and in-service teacher training as well as the development of teaching/learning sequences concerning sustainability issues.