Towards powerful knowledge: an Australian case study of prospective teachers’ knowledge and dispositions for sustainability education

References

• Australian Education for Sustainability Alliance. (2014). Education for sustainability and the Australian curriculum project: Final Report for Research Phases 1–3.
   Google Scholar
• Berger, P., Gerum, N., & Moon, M. (2015). “Roll up your sleeves and get at it!” Climate change education in teacher education. Canadian Journal of Environmental Education, 20, 154–172.
   Google Scholar
• Blum, N., Nazir, J., Breiting, S., Goh, K. C., & Pedretti, E. (2013). Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change. Environmental Education Research, 19(2), 206–217.
   Web of Science ®Google Scholar
• Boon, H. J. (2011). Beliefs and Education for Sustainability in Rural Australia. Education in Rural Australia, 21(2), 37–54.
   Google Scholar
• Boon, H. (2016). Pre-service teachers and climate change: A stalemate? Australian Journal of Teacher Education, 41(4), 39–63.
   Web of Science ®Google Scholar
• Brundtland, G. (1987). Report of the world commission on environment and development: Our common future.
   Google Scholar
• Busch, K. C., Henderson, J. A., & Stevenson, K. T. (2019). Broadening epistemologies and methodologies in climate change education research. Environmental Education Research, 25(6), 955–971.
   Web of Science ®Google Scholar
• Catling, S., & Martin, F. (2011). Contesting powerful knowledge: The primary geography curriculum as an articulation between academic and children’s (ethno‐) geographies. The Curriculum Journal, 22(3), 317–335.
   Google Scholar
• Chang, C.-H., & Pascua, L. (2016). Singapore students’ misconceptions of climate change. International Research in Geographical and Environmental Education, 25(1), 84–96.
   Web of Science ®Google Scholar
• Cotton, D. R. E., Warren, M. F., Maiboroda, O., & Bailey, I. (2007). Sustainable development, higher education and pedagogy: A study of lecturers’ beliefs and attitudes. Environmental Education Research, 13(5), 579–597.
   Google Scholar
• Cutter-Mackenzie, A., & Tidbury, D. (2002). Meeting commitments for a sustainable future: Environmental education in pre-service teacher education. In B. A. Knight (Ed.), Reconceptualising learning in the knowledge society. Flaxton, QLD: Post Pressed.
   Google Scholar
• Dawson, V. (2012). Science teachers’ perspectives about climate change. Teaching Science, 58(3), 8–13.
   Google Scholar
• Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of pre-service primary teachers’ knowledge and efficacy. Australian Journal of Teacher Education, 38(5), 32–46.
   Google Scholar
• Foss, A. W., & Ko, Y. (2019). Barriers and opportunities for climate change education: The case of Dallas-Fort Worth in Texas. The Journal of Environmental Education, 50(3), 145–159.
   Web of Science ®Google Scholar
• García Vinuesa, A., Rui Mucova, S. A., Azeiteiro, U. M., Meira Cartea, P. Á., & Pereira, M. (2022). Mozambican students’ knowledge and perceptions about climate change: An exploratory study in Pemba City. International Research in Geographical and Environmental Education, 31(1), 5–21.
   Web of Science ®Google Scholar
• Goulgouti, A., Plakitsi, A., & Stylos, G. (2019). Environmental literacy: Evaluating knowledge, affect, and behavior of pre-service teachers in Greece. Interdisciplinary Journal of Environmental and Science Education, 15(1), e02202.
   Google Scholar
• Guy, S., Kashima, Y., Walker, I., & O’Neill, S. (2014). Investigating the effects of knowledge and ideology on climate change beliefs: Knowledge, ideology, and climate change beliefs. European Journal of Social Psychology, 44(5), 421–429.
   Web of Science ®Google Scholar
• Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160–171.
   Web of Science ®Google Scholar
• Kagawa, F. (2007). Dissonance in students’ perceptions of sustainable development and sustainability: Implications for curriculum change. International Journal of Sustainability in Higher Education, 8(3), 317–338.
   Google Scholar
• Liu, S., Roehrig, G., Bhattacharya, D., & Varma, K. (2015). In-service teachers’ attitudes, knowledge and classroom teaching of global climate change. Science Educator, 24(1), 12–22.
   Google Scholar
• Maude, A. (2022). Using geography’s conceptual ways of thinking to teach about sustainable development. International Research in Geographical and Environmental Education, DOI: 10.1080/10382046.2022.2079407.
   Web of Science ®Google Scholar
• Michalos, A. C., Creech, H., McDonald, C., & Hatch Kahlke, M. (2009). Measuring knowledge, attitudes and behaviours towards sustainable development: Two exploratory studies. Winnipeg, Canada: International Institute for Sustainable Development.
   Google Scholar
• Mitchell, D., & Lambert, D. (2015). Subject knowledge and teacher preparation in English secondary schools: The case of geography. Teacher Development, 19(3), 365–380.
   Web of Science ®Google Scholar
• Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812.
   Web of Science ®Google Scholar
• Muller, J. (2022). Powerful knowledge, disciplinary knowledge, curriculum knowledge: Educational knowledge in question. International Research in Geographical and Environmental Education, DOI: 10.1080/10382046.2022.2058349.
   Web of Science ®Google Scholar
• Muller, J., & Young, M. (2019). Knowledge, power and powerful knowledge re-visited. The Curriculum Journal, 30(2), 196–214.
   Web of Science ®Google Scholar
• Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299–307.
   Google Scholar
• Pedersen, H., Windsor, S., Knutsson, B., Sanders, D., Wals, A., & Franck, O. (2022). Education for sustainable development in the ‘Capitalocene’. Educational Philosophy and Theory, 54(3), 224–227.
   Web of Science ®Google Scholar
• Roberts, M. (2022). Powerful Pedagogies for the School Geography Curriculum. International Research in Geographical and Environmental Education,
   Web of Science ®Google Scholar
• Roberts, M. (2014). Powerful knowledge and geographical education. The Curriculum Journal, 25(2), 187–209.
   Google Scholar
• Robertson, M. (2016). Knowledge, change and everyday living. In M. Robertson & P. K. E. Tsang (Eds.), Everyday knowledge, education and sustainable futures. Singapore: Springer.
   Google Scholar
• Skarstein, F. (2020). Climate beliefs in an oil-dependent economy: Norwegian pre-service science teachers’ attitudes towards climate change. Environmental Education Research, 26(4), 491–510.
   Web of Science ®Google Scholar
• Sousa, S., Correia, E., Leite, J., & Viseu, C. (2021). Environmental knowledge, attitudes and behavior of higher education students: A case study in Portugal. International Research in Geographical and Environmental Education, 30(4), 348–365.
   Web of Science ®Google Scholar
• Sunthonkanokpong, W., & Murphy, E. (2019). Sustainability awareness, attitudes and actions: A survey of pre-service teachers. Issues in Educational Research, 29(2), 562–582.
   Web of Science ®Google Scholar
• Tomas, L., Girgenti, S., & Jackson, C. (2017). Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23(3), 324–347.
   Web of Science ®Google Scholar
• Tomas, L., & Mills, R. (2011). Pre-service teachers’ understanding and concern for sustainability issues: Implications for teacher education.
   Google Scholar
• Yates, L., & Millar, V. (2016). ‘Powerful knowledge’ curriculum theories and the case of physics. The Curriculum Journal, 27(3), 298–312.
   Web of Science ®Google Scholar
• Young, M. (2015). Unleashing the power of knowledge for all. Spiked, https://www.spiked-online.com/2015/09/01/unleashing-the-power-of-knowledge-for-all/.
   Google Scholar
• Young, M. (2008). From constructivism to realism in the sociology of the curriculum. Review of Research in Education, 32(1), 1–28.
   Web of Science ®Google Scholar