Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

Autor/inn/en	Merritt, Eileen G.; Archambault, Leanna; Hale, Annie E.
Titel	Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course
Quelle	In: Discourse and Communication for Sustainable Education, 9 (2018) 1, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
Schlagwörter	Sustainability; Conservation (Environment); Environmental Education; Teaching Methods; Reading Aloud to Others; Video Technology; Childrens Literature; Educational Resources; Teacher Collaboration; Administrator Role; Time; Alignment (Education); Barriers; Elementary School Teachers; Teacher Competencies; Elementary Secondary Education; Online Surveys; Teacher Surveys; Statistical Analysis; Arizona + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Conservation; Environment; Konservierung; Bewahung; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Bildungsmittel; Lehrerkooperation; Zeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Statistische Analyse
Abstract	The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high-quality children's books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers' progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01