Exploring Effective Environmental and Sustainability Education Pedagogies for Preservice Teacher Education: A Story From Aotearoa–New Zealand

• In Event: Consequential Teacher Environmental and Sustainability Education Research: From the Margins to Mainstream "Truth"

Abstract

Teachers are key change agents in the shift to a flourishing planet for all (UNESCO, 2015). However, research that identifies effective pedagogies for embedding environmental and sustainability education (ESE) into teacher education courses is limited (Evans & Ferreria, 2020). There is agreement that such education needs to be transformative (Reid et al., 2021) and although myriad pedagogies are employed, research that investigates the impact of pedagogies used in ESE is lacking. There is also a lack of theorising in ESE (Wals & Dillon, 2012). Given that ESE is transformative, this study explored the potential of Mezirow’s transformative learning (TL) theory (1990) to analyse pre-service teachers’ learning. Mezirow’s theory proposes that learning ocurs when a person encounters information or actions that result in dilemmas or distortions that challenge their assumptions, values or beliefs. It is only when a change in behaviour or practice is evident that transformative learning is deemed to have taken place. Three elements drive this psycho-critical process of interpreting or re-interpreting one’s beliefs and experiences to add to or build new frames of reference: construing of meaning; critical reflection; and rational discourse. An interpretive-qualitative approach was employed to analyse 21 pre-service primary teachers’ learning following their participation in an elective ESE course. The course aimed to deepen their understanding about sustainability and modelled pedagogies for its teaching. Data were gathered from teacher’s reflections, interviews with peers and individual interviews to explore changes in their professional and personal lives. Inductive and deductive thematic analysis (Braun & Clark, 2006) based on TL elements was used. Data analysis indicated that although their understandings of sustainability had become more sophisticated, not all teachers’ learning could be regarded as transformative. Three loose groupings of learning occurred. Four teachers were more aware of ESE and possibilities for sustainable practices in their professional and personal lives, but their engagement did not result in any articulated changes. Eight teachers’ responses showed they were considering incorporating ESE into their future practice and could discuss sustainable practices in their personal lives. While they realised the potential of ESE, they did not express a commitment to any change. However, nine teachers did discuss changes in their thinking and lifestyles as a result of their engagement. They also indicated a commitment to teaching ESE in their future practice. Findings of this study indicated that a variety of pedagogies that give time and space to encourage critical thinking and illustrating interrelationships can help to foster TL in ESE. Mezirow’s theory was able to explain how change occurred, with teachers using critical reflection to question their assumptions and beliefs, with some teachers extending their frames of reference and others forming new frames. The use of rational discourse also seemed to assist teachers to make changes in their assumptions and beliefs. However, this study is a small scale one of short duration and relied on self- reporting. While it provides a snapshot of possibilities, long-term research is needed to further explore pedagogies and possibly develop an ESE-specific form of TL theory.

Author

• Sally Birdsall, University of Auckland
  Presenting Author