Abstract
This chapter examines how an immersion abroad experience in Ecuador can prompt emerging teachers of ESL to re-think their personal and professional relationship to sustainability. Looking at one cohort of emerging teachers in an immersion abroad experience, this chapter identifies the ways that these participants took up (and resisted taking up) themes of sustainability literacy that prospectively relate to their future professional teaching practice.
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Katunich, J. (2019). Promoting Sustainability Literacy Through Immersion Abroad Experiences for Teachers. In: Martin, D., Smolcic, E. (eds) Redefining Teaching Competence through Immersive Programs. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24788-1_9
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DOI: https://doi.org/10.1007/978-3-030-24788-1_9
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