Abstract
This concluding chapter examines Canadian Environmental and Sustainability Education in Preservice Teacher Education (ESE-PTE) in relation to international ESE-PTE by considering a recent international study examining approaches to embedding ESE in PTE based on pedagogical and programmatic approaches, rationales and theoretical frameworks, and challenges faced by educators seeking to embed ESE into PTE. Contributing authors’ chapters are referenced in this cross-comparative analysis of research and secondary K–12 curricular/policy sources. And, while the curriculum/policy sources referenced oblige K–12 schools to integrate ESE into their courses and programmes, significant gaps in ESE-PTE persist in Canada. Additional empirical research is needed to identify specific factors—including approaches employed in Canadian and international PTE programmes, theoretical frameworks informing such approaches, curricular emphases and outcomes implemented in these programmes, and experiences of EST-PTE students, instructors, administrators, and policymakers—that facilitate or hinder the enhancement of ESE in PTE. Canada is poised to contribute to the emerging field of ESE-PTE beyond the descriptive empirical work highlighted in this volume. The challenge for future researchers will be to build on important work summarised here in the collective effort to realign the purpose of education to teach for a sustainable future.
Keywords
- Canadian environmental sustainability education
- Preservice teacher education
- International environmental education
Mots clés
Résumé
Ce chapitre final se penche sur la formation des futurs enseignants en éducation à l’environnement et au développement durable (EEDD), au Canada et ailleurs. Nous analysons une récente étude internationale centrée sur les approches visant à intégrer l’EEDD dans la formation des enseignants, notamment: les approches pédagogiques et programmatiques, les raisonnements et les cadres théoriques, et les défis affrontés par les formateurs qui souhaitent intégrer l’EEDD dans les programmes de formation des maîtres. Une analyse comparative croisée des recherches, des politiques et des curriculums au secondaire, révèle que des dispositions adéquates obligent les écoles primaires et secondaires et les districts à intégrer l’EEDD dans leur cours et leurs programmes. Cependant, il reste des disparités considérables au Canada. D’autres recherches empiriques sont nécessaires pour identifier les facteurs spécifiques en jeu, y compris certaines approches utilisées dans les programmes canadiens et internationaux de formation des futurs enseignants, les cadres théoriques sur lesquels reposent ces approches, les priorités des curriculums et leurs résultats appliqués dans ces programmes, ainsi que les expériences d’éducation environnementale vécues par les étudiants, les professeurs, les administrateurs et les responsables des politiques, afin d’identifier les facteurs susceptibles de faciliter ou d’entraver le renforcement de l’EEDD dans la formation des futurs enseignants. Le Canada est bien placé pour contribuer à ce domaine émergent. Le défi pour les futurs chercheurs sera de continuer les travaux importants résumés ici, dans un effort collectif de revoir les objectifs de l’éducation de façon à enseigner en vue d’un futur durable.
Keywords
- Canadian environmental sustainability education
- Preservice teacher education
- International environmental education
Mots clés
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Karrow, D.D., DiGiuseppe, M. (2019). Exploring Canadian ESE-PTE in the Context of International ESE-PTE. In: Karrow, D., DiGiuseppe, M. (eds) Environmental and Sustainability Education in Teacher Education. International Explorations in Outdoor and Environmental Education. Springer, Cham. https://doi.org/10.1007/978-3-030-25016-4_19
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