Taking Stock of Canadian Environmental and Sustainability Education in Teacher Education Research: Chronicling our Past and Charting our Future
AbstractResearch activities of the Canadian Environmental and Sustainability Education in Teacher Education Standing Committee are the focus of this paper. A history of the Standing Committee's research activities, a comparison of Canadian with international approaches to ESE-TE research, the identification and prioritizing of a future Canadian ESE-TE research agenda, and a model for developing a research agenda amongst Canadian ESE-TE stakeholders comprise the work. A future research agenda may consist of re-defining ESE; conducting a literature review of Canadian and international ESE-TE research; and reviewing Canadian and international ESE-TE research topics, including: connections between the social and the ecological; teacher â€˜identity' and â€˜agency'; urban, digital, interdisciplinary, community-based, and marginalized ESE; teaching/student learning and belief systems; and limitations and challenges in applying research to practice. Key words: Canadian, environmental and sustainability education, teacher education, research, Standing committee on ESE-TE.