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dc.contributor.authorFerreira, JA
dc.contributor.authorRyan, L
dc.contributor.authorTilbury, D
dc.date.accessioned2017-07-10T00:52:31Z
dc.date.available2017-07-10T00:52:31Z
dc.date.issued2014
dc.identifier.issn0814-0626
dc.identifier.doi10.1017/aee.2014.39
dc.identifier.urihttp://hdl.handle.net/10072/64779
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom136
dc.relation.ispartofpageto146
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Environmental Education
dc.relation.ispartofvolume30
dc.rights.retentionY
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchEnvironmental Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchStudies in Human Society
dc.subject.fieldofresearchcode130103
dc.subject.fieldofresearchcode05
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode16
dc.titlePlanning for Success: Factors Influencing Change in Teacher Education
dc.typeJournal article
dc.type.descriptionC2 - Articles (Other)
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Sciences, Griffith School of Environment
gro.rights.copyright© 2014 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. Please refer to the journal website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorFerreira, Jo-Anne L.


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