Canadian environmental and sustainability education in preservice teacher education

Abstract

This survey research assesses environmental and sustainability education in preservice teacher education (ESE-PTE) in Canadian faculties of education. In 2019, university faculty members across Canada participated in an online questionnaire, yielding qualitative and quantitative data on their ESE-PTE program knowledge, and their pedagogical views and experiences related to ESE-PTE. The sample included 32 faculty members engaged in teaching ESE-PTE (62% response rate) from 26 faculties of education (57% response rate). Key findings include: (a) strong and widespread interest in ESE-PTE; (b) a belief that ESE should be prioritized in PTE programs, with concerns about teacher preparation; and (c) pedagogy—where pedagogical approaches were influenced by Indigenous, Bioregionalist/Place-based, and Praxic perspectives. Recommendations include policy advocacy and further research.