“When I act consciously, I can see a brighter world around me”: preservice teacher readiness to support transformative sustainability learning

References

• Andersen, P. 2018. “Children as Intergenerational Environmental Change Agents: Using a Negotiated Protocol to Foster Environmentally Responsible Behaviour in the Family Home.” Environmental Education Research 24 (7): 1076–1076. doi:10.1080/13504622.2017.1392487.
   Web of Science ®Google Scholar
• Apostel, L. 1972. Interdisciplinarity Problems of Teaching and Research in Universities. Paris: OECD.
   Google Scholar
• Araújo, M. F. F. D., and M. A. Pedrosa. 2014. “Ensinar Ciências na Perspectiva da Sustentabilidade: Barreiras e Dificuldades Reveladas Por Professores de Biologia em Formação.” Educar em Revista (52): 305–318. doi:10.1590/0104-4060.35890.
   Google Scholar
• Archambault, L., E. Merritt, and A. Hale. 2018. “Breaking through Barriers: Using the Sustainability Education Framework for Teachers to Build Sustainability Literacy in K-12 Classrooms.” Green Schools Catalyst Quarterly 2: 62–71.
   Google Scholar
• Berbeco, M., M. McCaffrey, E. Meikle, and G. Branch. 2014. “Choose Controversies Wisely.” The Science Teacher 081 (04): 8. doi:10.2505/4/tst14_081_04_8.
   Google Scholar
• Bertschy, F., C. Künzli, and M. Lehmann. 2013. “Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development.” Sustainability 5 (12): 5067–5080. doi:10.3390/su5125067.
   Web of Science ®Google Scholar
• Boveda, M., and, A. E. Weinberg. 2022. “Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 45 (1): 8–26. doi:10.1177/08884064211062874.
   Google Scholar
• Branch, G., J. Rosenau, and M. Berbeco. 2016. “Climate Education in the Classroom: Cloudy with a Chance of Confusion.” Bulletin of the Atomic Scientists 72 (2): 89–96. doi:10.1080/00963402.2016.1145906.
   Web of Science ®Google Scholar
• Brandt, J. O., M. Barth, E. Merritt, and A. Hale. 2021. “A Matter of Connection: The 4 Cs of Learning in Pre-Service Teacher Education for Sustainability.” Journal of Cleaner Production 279: 123749. doi:10.1016/j.jclepro.2020.123749.
   Web of Science ®Google Scholar
• Braun, V, and V. Clarke. 2012. “Thematic Analysis.” In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol. 2. Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological (57–71). Washington, D.C.: American Psychological Association. doi:10.1037/13620-004.
   Google Scholar
• Bürgener, L., and M. Barth. 2018. “Sustainability Competencies in Teacher Education: Making Teacher Education Count in Everyday School Practice.” Journal of Cleaner Production 174: 821–826. doi:10.1016/j.jclepro.2017.10.263.
   Web of Science ®Google Scholar
• Burke, G., and A. Cutter-Mackenzie. 2010. “What’s There, What If, What Then, and What Can we Do? An Immersive and Embodied Experience of Environment and Place through Children’s Literature.” Environmental Education Research 16 (3–4): 311–330. doi:10.1080/13504621003715361.
   Web of Science ®Google Scholar
• Cairns, K. A. 2018. “Beyond Magic Carrots: Garden Pedagogies and the Rhetoric of Effects.” Harvard Educational Review 88 (4): 516–537. doi:10.17763/1943-5045-88.4.516.
   Web of Science ®Google Scholar
• Calabrese Barton, A., and E. Tan. 2020. “Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning.” Educational Researcher 49 (6): 433–440. doi:10.3102/0013189X20927363.
   Web of Science ®Google Scholar
• Collins-Figueroa, M. 2012. “Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions.” Journal of Education for Sustainable Development 6 (2): 253–267. doi:10.1177/0973408212475257.
   Google Scholar
• Colucci-Gray, L., E. Camino, G. Barbiero, and D. Gray. 2006. “From Scientific Literacy to Sustainability Literacy: An Ecological Framework for Education.” Science Education 90 (2): 227–252. doi:10.1002/sce20109.
   Web of Science ®Google Scholar
• Duvall, J., and M. Zint. 2007. “A Review of Research on the Effectiveness of Environmental Education in Promoting Intergenerational Learning.” The Journal of Environmental Education 38 (4): 14–24. doi:10.3200/JOEE.38.4.14-24.
   Google Scholar
• Effeney, G., and J. Davis. 2013. “Education for Sustainability: A Case Study of Preservice Primary Teachers’ Knowledge and Efficacy.” Australian Journal of Teacher Education 38 (5): 32–46. doi:10.14221/ajte.2013v38n5.4.
   Google Scholar
• Egger, A. E., K. A. Kastens, and M. K. Turrin. 2017. “Sustainability, the Next Generation Science Standards, and the Education of Future Teachers.” Journal of Geoscience Education 65 (2): 168–184. doi:10.5408/16-174.1.
   Google Scholar
• Evans, N. 2019. “Teacher Education and Education for Sustainability.” In J. A. Ferreira, N. Evans, J M. Davis, R. Stevenson. (Eds.), Learning to Embed Sustainability in Teacher Education, (7–21). New York City, NY, USA: Springer.
   Google Scholar
• Evans, N. S., and J. A. Ferreira. 2020. “What Does the Research Evidence Base Tell us about the Use and Impact of Sustainability Pedagogies in Initial Teacher Education?” Environmental Education Research 26 (1): 27–42. doi:10.1080/13504622.2019.1703908.
   Web of Science ®Google Scholar
• Evans, N. S., H. Inwood, B. Christie, and E. Ärlemalm-Hagsér. 2021. “Comparing Education for Sustainable Development in Initial Teacher Education across Four Countries.” International Journal of Sustainability in Higher Education 22 (6): 1351–1372. doi:10.1108/IJSHE-07-2020-0254.
   Web of Science ®Google Scholar
• Evans, N. S., R. B. Stevenson, M. Lasen, J. A. Ferreira, and J. Davis. 2017. “Approaches to Embedding Sustainability in Teacher Education: A Synthesis of the Literature.” Teaching and Teacher Education 63: 405–417. doi:10.1016/j.tate.2017.01.013.
   Web of Science ®Google Scholar
• Falkenberg, T., and G. Babiuk. 2014. “The Status of Education for Sustainability in Initial Teacher Education Programmes: A Canadian Case Study.” International Journal of Sustainability in Higher Education 15 (4): 418–430. doi:10.1108/IJSHE-10-2012-0088.
   Web of Science ®Google Scholar
• Fioramonti, L. 2021. Quality education for climate action [Speech audio recording]. Open Society Foundations. https://www.opensocietyfoundations.org/events/quality-education-for-climate-action
   Google Scholar
• Foley, R., L. Archambault, A. Hale, and H. Dong. 2017. “Learning Outcomes in Sustainability Education among Future Elementary School Teachers.” Journal of Education for Sustainable Development 11 (1): 33–51. doi:10.1177/0973408217725861.
   Google Scholar
• Hagevik, R. C. Jordan, and D. Wimert. 2015. “A Phenomenographic Study of Beginning Elementary Science Teachers’ Conceptions of Sustainability.” In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom. (Eds.), Educating Science Teachers for Sustainability(7-30). New York City, NY, USA: Springer. doi:10.1007/978-3-319-16411-3_2.
   Google Scholar
• Hale, A. E., C. C. Shelton, J. Richter, and L. M. Archambault. 2017. “Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships within Content Designed to Prepare Teachers.” Journal of Geoscience Education 65 (2): 101–112. doi:10.5408/16-177.1.
   Google Scholar
• IPCC. 2021. “Summary for Policymakers.” In V. Masson-Delmotte, P. Zhai, A. Pirani, S. L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M. I. Gomis, M. Huang, K. Leitzell, E. Lonnoy, J. B. R. Matthews, T. K. Maycock, T. Waterfield, O. Yelekçi, R. Yu and B. Zhou (Eds.), Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. (3-32). Cambridge, United Kingdom: Cambridge University Press. doi:10.1017/9781009157896.001
   Google Scholar
• Jensen, B. B., and, K. Schnack. 1997. “The Action Competence Approach in Environmental Education.” Environmental Education Research 3 (2): 163–178. doi:10.1080/1350462970030205.
   Google Scholar
• Jickling, B. 2017. “Education Revisited: Creating Educational Experiences That Are Held, Felt, and Disruptive.” In B. Jickling & S. Sterling (Eds.), Post-Sustainability and Environmental Education. Palgrave Studies in Education and the Environment. London: Palgrave Macmillan. doi:10.1007/978-3-319-51322-5_2.
   Google Scholar
• Kamenetz, A. 2019. Most teachers don’t teach climate change; 4 in 5 parents wish they did. NPR. www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did
   Google Scholar
• Kang, W. 2019. “Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers.” Sustainability 11 (9): 2532. doi:10.3390/su11092532.
   Web of Science ®Google Scholar
• Kennelly, J., N. Taylor, and T. W. Maxwell. 2008. “Addressing the Challenge of Preparing Australian Pre-Service Primary Teachers in Environmental Education: An Evaluation of a Dedicated Unit.” Journal of Education for Sustainable Development 2 (2): 141–156. doi:10.1177/097340820800200211.
   Google Scholar
• Khalidi, R., and J. Ramsey. 2021. “A Comparison of California and Texas Secondary Science Teachers’ Perceptions of Climate Change.” Environmental Education Research 27 (5): 669–686. doi:10.1080/13504622.2020.1838447.
   Web of Science ®Google Scholar
• Kos, M., J. Jerman, U. Anžlovar, and G. Torkar. 2016. “Preschool Children’s Understanding of Pro-Environmental Behaviours: Is It Too Hard for Them?” International Journal of Environmental and Science Education 11 (12): 5554–5571.
   Google Scholar
• Lima, J. M., and M. R. Partidario. 2020. “Plurality in Sustainability - Multipe Understandings with a Variable Geometry.” Journal of Cleaner Production 250: 119474. doi:10.1016/j.jclepro.2019.119474.
   Web of Science ®Google Scholar
• Lönngren, J., M. Svanström, Å. Ingerman, and J. Holmberg. 2016. “Dealing with the Multidimensionality of Sustainability through the Use of Multiple Perspectives—A Theoretical Framework.” European Journal of Engineering Education 41 (3): 342–352. doi:10.1080/03043797.2015.1079811.
   Web of Science ®Google Scholar
• Massey, D. 2004. “Geographies of Responsibility.” Geografiska Annaler: Series B, Human Geography 86 (1): 5–18. doi:10.1111/j.0435-3684.2004.00150.x.
   Google Scholar
• Mayer, R. E. 2002. “Rote versus Meaningful Learning.” Theory into Practice 41 (4): 226–232. https://www.jstor.org/stable/1477407. doi:10.1207/s15430421tip4104_4.
   Web of Science ®Google Scholar
• McAvoy, Paula, and, Diana Hess. 2013. “Classroom Deliberation in an Era of Political Polarization.” Curriculum Inquiry 43 (1): 14–47. doi:10.1111/curi.12000.
   Web of Science ®Google Scholar
• Melson, G. F. 2013. “Children’s Ideas about the Moral Standing and Social Welfare of Non-Human Species.” Journal of Sociology and Social Welfare 40 (4): 81–106. https://scholarworks.wmich.edu/jssw/vol40/iss4/6.
   Google Scholar
• Merritt, E. G., L. Archambault, and A. E. Hale. 2018. “Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course.” Discourse and Communication for Sustainable Education 9 (1): 18–31. doi:10.2478/dcse-2018-0002.
   Google Scholar
• Merritt, E. G., T. Harkins, and S. Rimm-Kaufman. 2021. “Empowering Elementary Students through Environmental Service-Learning.” Clearing Magazine 8–11. https://clearingmagazine.org/wp-content/uploads/2021/03/Merritt-Empowering.pdf
   Google Scholar
• Michel, Jessica Ostrow, LeAnn M Holland, Claudine Brunnquell, and Stephen Sterling. 2020. “The Ideal Outcome of Education for Sustainability: Transformative Sustainability Learning.” New Directions for Teaching and Learning 2020 (161): 177–188. doi:10.1002/tl.20380.
   Google Scholar
• Miles, M. B. A. M. Huberman, and J. Saldaña. 2018. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA, USA: Sage.
   Google Scholar
• Morrell, A, and M. A. O’Connor. 2002. “Introduction.” In E. V. O’Sullivan, A. Morrell, & M. A. O’Connor. (Eds.), Expanding the Boundaries and Transformative Learning: Essays on Theory and Praxis. (xv–xx). New York, NY: Palgrave. doi:10.1007/978-1-349-63550-4.
   Google Scholar
• Murphy, C., B. Mallon, G. Smith, O. Kelly, V. Pitsia, and G. Martinez Sainz. 2021. “The Influence of a Teachers’ Professional Development Programme on Primary School Pupils’ Understanding of and Attitudes towards Sustainability.” Environmental Education Research 27 (7): 1011–1025. doi:10.1080/13504622.2021.1889470.
   Web of Science ®Google Scholar
• National Research Council [NRC]. 2014. Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond. Washington, DC: The National Academies Press. doi:10.17226/18722.
   Google Scholar
• Nolet, V. 2009. “Preparing Sustainability-Literate Teachers.” Teachers College Record: The Voice of Scholarship in Education 111 (2): 409–442. doi:10.1177/016146810911100207.
   Web of Science ®Google Scholar
• Olmos-Gómez, M., L. I. Estrada-Vidal, F. Ruiz-Garzón, R. López-Cordero, and L. Mohamed-Mohand. 2019. “Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices.” Sustainability 11 (24): 7222. doi:10.3390/su11247222.
   Web of Science ®Google Scholar
• Ostrom, E. 2000. “Collective Action and the Evolution of Social Norms.” Journal of Economic Perspectives 14 (3): 137–158. doi:10.1257/jep.14.3.137.
   Web of Science ®Google Scholar
• Plutzer, E., and A. L. Hannah. 2018. “Teaching Climate Change in Middle Schools and High Schools: Investigating STEM Education’s Deficit Model.” Climatic Change 149 (3–4): 305–317. doi:10.1007/s10584-018-2253-8.
   Web of Science ®Google Scholar
• Plutzer, E., M. McCaffrey, A. L. Hannah, J. Rosenau, M. Berbeco, and A. H. Reid. 2016. “Climate Confusion among U.S. teachers.” Science (New York, N.Y.) 351 (6274): 664–665. doi:10.1126/science.aab3907.
   PubMed Web of Science ®Google Scholar
• Powers, A. L. 2004. “Teacher Preparation for Environmental Education: Faculty Perspectives on the Infusion of Environmental Education into Preservice Methods Courses.” Journal of Environmental Education 35 (3): 3–18. https://doi.org/10.3200/JOEE.35.4.17-32.
   PubMedGoogle Scholar
• Robertson, M. (Ed.). 2012. Sustainable cities: Local solutions in the global South, , O ttawa, Canada:IDRC.
   Google Scholar
• Robin, B. R. 2008. “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom.” Theory into Practice 47 (3): 220–228. doi:10.1080/00405840802153916.
   Web of Science ®Google Scholar
• Rousell, D., and A. Cutter-Mackenzie-Knowles. 2020. “A Systematic Review of Climate Change Education: Giving Children and Young People a ‘Voice’ and a ‘Hand’ in Redressing Climate Change.” Children’s Geographies 18 (2): 191–208. doi:10.1080/14733285.2019.1614532.
   Web of Science ®Google Scholar
• Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. doi:10.3102/0013189X015002004.
   Google Scholar
• Silova, I., H. Komatsu, and J. Rappleye. 2019. “Measuring What Really Matters: Education and Large-Scale Assessments in the Time of Climate Crisis.” ECNU Review of Education 2 (3): 342–346. doi:10.1177/2096531119878897.
   Google Scholar
• Sipos, Y., B. Battisti, and K. Grimm. 2008. “Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.” International Journal of Sustainability in Higher Education 9 (1): 68–86. doi:10.1108/14676370810842193.
   Google Scholar
• Spearman, M., and A. Eckhoff. 2012. “Teaching Young Learners about Sustainability.” Childhood Education 88 (6): 354–359. doi:10.1080/00094056.2012.741476.
   Google Scholar
• Spiteri, J. 2021. “Why is It Important to Protect the Environment? Reasons Presented by Young Children.” Environmental Education Research 27 (2): 175–191. doi:10.1080/13504622.2020.1829560.
   Web of Science ®Google Scholar
• Stapleton, S. R. 2020. “Toward Critical Environmental Education: A Standpoint Analysis of Race in the American Environmental Context.” Environmental Education Research 26 (2): 155–170. doi:10.1080/13504622.2019.1648768.
   Web of Science ®Google Scholar
• Sterling, S. 2011. “Transformative Learning and Sustainability: Sketching the Conceptual Ground.” Learning and Teaching in Higher Education 5 (11): 17–33.
   Google Scholar
• Stibbe, A. 2007. “Words and Worlds: New Directions for Sustainability Literacy.” In W. L. Filho, E. I. Manolas, M. N. Sotirakou, G. A. Boutakis (Eds.), Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice (283–292). Soufli, Greece: Environmental Education Center of Soufli.
   Google Scholar
• Sullivan, S. M. B., T. S. Ledley, S. E. Lynds, and A. U. Gold. 2014. “Navigating Climate Science in the Classroom: Teacher Preparation, Perceptions and Practices.” Journal of Geoscience Education 62 (4): 550–559. doi:10.5408/12-304.1.
   Google Scholar
• Sureda-Negre, Jaume., Miquel. Oliver-Trobat, Albert. Catalan-Fernández, and Rubén. Comas-Forgas. 2014. “Environmental Education for Sustainability in the Curriculum of Primary Teacher Training in Spain.” International Research in Geographical and Environmental Education 23 (4): 281–293. doi:10.1080/10382046.2014.946322.
   Google Scholar
• Teixeira, L. A., M. de Moraes Agudo, and M. F. de Campos Tozoni-Reis. 2017. “Sustentabilidade ou “Terra de Ninguém”?” Revista Trabalho Política e Sociedade 2 (2): 43–64. doi:10.29404/rtps-v2i2.3259.
   Google Scholar
• Timm, J. M., and M. Barth. 2021. “Making Education for Sustainable Development Happen in Elementary Schools: The Role of Teachers.” Environmental Education Research 27 (1): 50–66. doi:10.1080/13504622.2020.1813256.
   Web of Science ®Google Scholar
• Trott, C. D., and A. E. Weinberg. 2020. “Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action.” Sustainability 12 (16): 6400 doi:10.3390/su12166400.
   Web of Science ®Google Scholar
• Trott, C. D. 2019. “Reshaping Our World: Collaborating with Children for Community-Based Climate Change Action.” Action Research 17 (1): 42–62. doi:10.1177/1476750319829209.
   Web of Science ®Google Scholar
• Trott, C. D. 2021. “What Difference Does It Make? Exploring the Transformative Potential of Everyday Climate Crisis Activism by Children and Youth.” Children’s Geographies 19 (3): 300–308. doi:10.1080/14733285.2020.1870663.
   Web of Science ®Google Scholar
• UNESCO. 2020. Education for Sustainable Development: A Roadmap. Paris, France: United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=en
   Google Scholar
• UNICEF. 2021. Climate crisis is a child rights crisis: Introducing the children’s climate risk index. New York. United Nations Children’s Fund. https://www.unicef.nl/files/UNICEF-climate-crisis-child-rights-crisis.pdf
   Google Scholar
• United Nations (UN). 2018. Raising awareness and assessing sustainability literacy on SDG 7. Sustainable Development Goals: Knowledge Platform. https://sustainabledevelopment.un.org/sdinaction/hesi/literacy
   Google Scholar
• US Partnership for Education for Sustainable Development (UPESD). 2009. National Education for Sustainability K-12 Student Learning Standards, Version 3. http://k12.uspartnership.org/node/380
   Google Scholar
• Wakefield, W. E. Merritt, and A. Weinberg. 2020. “Embracing Complexity When Teaching about Pollution in Marine Ecosystems [Poster Presentation].” NAAEE 2020 Annual Conference, Tucson, AZ, United States.
   Google Scholar
• Warren, A. E., L. Archambault, and R. Foley. 2014. “Sustainability Education Framework for Teachers: Developing Sustainability Literacy through Futures, Values, Systems, and Strategic Thinking.” Journal of Sustainability Education 6: 1–14.
   Google Scholar
• Weinberg, A. E., and L. B. Sample-McMeeking. 2017. “Toward Meaningful Interdisciplinary Education: High School Teachers’ Views of Mathematics and Science Integration.” School Science and Mathematics 117 (5): 204–213. doi:10.1111/ssm.12224.
   Web of Science ®Google Scholar
• Weinberg, A. E., C. D. Trott, and L. B. Sample McMeeking. 2018. “Who Produces Knowledge? Transforming Undergraduate Students’ Views of Science through Participatory Action Research.” Science Education 102 (6): 1155–1175. doi:10.1002/sce.21453.
   Web of Science ®Google Scholar
• Weinberg, A. E., C. D. Trott, W. Wakefield, E. G. Merritt, and L. Archambault. 2020. “Looking Inward, Outward, and Forward: Exploring the Process of Transformative Learning in Teacher Education for a Sustainable Future.” Sustainability Science 15 (6): 1767–1787. doi:10.1007/s11625-020-00831-9.
   Web of Science ®Google Scholar
• Wolff, L.-A., P. Sjöblom, M. Hofman-Bergholm, and I. Palmberg. 2017. “High Performance Education Fails in Sustainability? A Reflection on Finnish Primary Teacher Education.” Education Sciences 7 (1): 32. doi:10.3390/educsci7010032.
   Web of Science ®Google Scholar
• Wheeler, K. A., and J. M. Byrne. 2003. “K-12 Sustainability Education: Its Status and Where Higher Education Should Intervene.” Planning for Higher Education 31 (3): 23–29.
   Google Scholar
• Wight, R. Alan, Heidi Kloos, Catherine V Maltbie, and Victoria W Carr. 2016. “Can Playscapes Promote Early Childhood Inquiry towards Environmentally Responsible Behaviors? an Exploratory Study.” Environmental Education Research 22 (4): 518–537. doi:10.1080/13504622.2015.1015495.
   Web of Science ®Google Scholar
• Wright, M. F., and B. Wright. 2010. “A Holistic View of English Education through the Lens of Sustainability.” English in Australia 45 (1): 39–46.
   Web of Science ®Google Scholar