Hammond, Lauren;
Fargher, Mary;
Walshe, Nicola;
(2024)
Geography teacher educators’ perspectives oneducation for sustainability: identity and agency in aperiod of rapid education policy change in England.
International Research in Geographical and Environmental Education
10.1080/10382046.2024.2426476.
(In press).
Preview |
Text
Hammond_Geography teacher educators perspectives on education for sustainability identity and agency in a period of rapid education policy change in England.pdf Download (1MB) | Preview |
Abstract
Initial Teacher Education in England is in a period of rapid policy change. This is happening at a time when discourse about humans’ relationships with nature is changing, and there is increased recognition of the impacts that people have had on the Earth. Through a questionnaire and focus groups, we engaged with geography teacher educators’ experiences of, and perspectives on, Education for Sustainability (EfS). Using Priestley, Biesta, and Robinson, using the key dimensions of teacher agency model to analyse focus group data, we found that EfS was not consistently engaged with in geography teacher education, and where it was, it varied in the amount of time given to it, and the nature of the ideas, debates and knowledges engaged with through it. Whilst national education policy in England is constraining in some areas, its failure to truly engage with EfS has led geography teacher educators—in their own words—to “navigate” and “subvert” state-imposed policy. The article concludes by arguing for dialogue between geography teacher educators and policy makers to inform teacher education about EfS that supports the agency of young people, teachers and teacher educators in making informed decisions about education practices, as well as their lives and futures.
| Type: | Article |
|---|---|
| Title: | Geography teacher educators’ perspectives oneducation for sustainability: identity and agency in aperiod of rapid education policy change in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/10382046.2024.2426476 |
| Publisher version: | https://doi.org/10.1080/10382046.2024.2426476 |
| Language: | English |
| Additional information: | © The Author(s), 2024. This is an open access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CC-BY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Keywords: | geography education, education for sustainability, education policy, agency, geography teacher education, teacher education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10199995 |
Archive Staff Only
 |
View Item |
