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dc.contributor.authorFerreira, Jo-Anneen_US
dc.contributor.authorRyan, Lisaen_US
dc.contributor.authorTilbury, Daniellaen_US
dc.date.accessioned2017-04-24T08:31:57Z
dc.date.available2017-04-24T08:31:57Z
dc.date.issued2007en_US
dc.date.modified2008-03-17T02:20:53Z
dc.identifier.issn08140626en_US
dc.identifier.doihttp://www.aaee.org.au/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/17321
dc.description.abstractTeacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent88368 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Association for Environmental Educationen_US
dc.publisher.placeSt. Lucia, Qld.en_US
dc.publisher.urihttp://www.aaee.org.au/publications/ajeeindex.htmen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom45en_US
dc.relation.ispartofpageto55en_US
dc.relation.ispartofjournalAustralian Journal of Environmental Educationen_US
dc.relation.ispartofvolume23en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titlePlanning for Success: Factors Influencing Change in Teacher Educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Sciences, Griffith School of Environmenten_US
gro.rights.copyrightCopyright 2007 Australian Association of Environmental Education (AAEE). This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Use hypertext link to access the publisher's website.en_AU
gro.date.issued2007
gro.hasfulltextFull Text


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