Does sustainability really start with teachers? Reflections on integrating environmental education in pre-service teacher education in Namibia and Finland
Saari, Maria Helena; Poulton-Busler, Richardine; Vladimirova, Anna (2024-07-15)
Taylor & Francis
15.07.2024
Saari, M. H., Poulton-Busler, R., & Vladimirova, A. (2024). Does sustainability really start with teachers? Reflections on integrating environmental education in pre-service teacher education in Namibia and Finland. The Journal of Environmental Education, 55(6), 494–508. https://doi.org/10.1080/00958964.2024.2375210
https://creativecommons.org/licenses/by/4.0/
© 2024 The author(s). Published with license by Taylor & francis Group, llc. This is an open access article distributed under the terms of the creative commons attribution license (http://creativecommons.org/licenses/by/4.0/),which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this articlehas been published allow the posting of the accepted manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The author(s). Published with license by Taylor & francis Group, llc. This is an open access article distributed under the terms of the creative commons attribution license (http://creativecommons.org/licenses/by/4.0/),which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this articlehas been published allow the posting of the accepted manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202408285608
https://urn.fi/URN:NBN:fi:oulu-202408285608
Tiivistelmä
Abstract
In this paper, we explore some of the challenges and opportunities of integrating environmental education in pre-service teacher education in Sub-Saharan Africa and the Arctic. Case examples from teacher education programs in Namibia and Finland set the scene for a critical analysis of environmental education in teacher training from these two distinct contexts. We begin with an overview of the current situation of environmental education in pre-service teacher education in Namibia and Finland, followed by a reflection on the courses we have developed at our respective higher education institutions. In response to the urgency of education to attend to the escalating climate crisis, through lessons learned from our environmental education courses and our collaboration on co-designing teacher education, we explore whether sustainability really does start with teachers.
In this paper, we explore some of the challenges and opportunities of integrating environmental education in pre-service teacher education in Sub-Saharan Africa and the Arctic. Case examples from teacher education programs in Namibia and Finland set the scene for a critical analysis of environmental education in teacher training from these two distinct contexts. We begin with an overview of the current situation of environmental education in pre-service teacher education in Namibia and Finland, followed by a reflection on the courses we have developed at our respective higher education institutions. In response to the urgency of education to attend to the escalating climate crisis, through lessons learned from our environmental education courses and our collaboration on co-designing teacher education, we explore whether sustainability really does start with teachers.
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