Environmental and Sustainability Education in Pre-Service Teacher Education in Canada: A Case Study

Laura Carol Sims, Madeleine Asselin, Thomas Falkenberg

Abstract


This qualitative case study examines the effectiveness of ESE approaches used in three Curriculum and Instruction courses offered through the Université de St. Boniface's teacher-education program. The ESE approaches modelled and practiced are described. Findings from interviews with former students regarding the effectiveness of these approaches in terms of facilitating long-term learning are presented, including how they are applying similar approaches in their own teaching contexts. Findings suggest that ESE approaches identified as promising in teacher-education research – approaches that are experiential, community-based, connected to the real world, and inquiry-based – are effective at enabling long-term learning. Community-based approaches were found to be particularly effective in this regard. This study contributes to Evans et al.'s (2017) call for empirical research into the effectiveness of ESE pedagogies.

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