Teachers & Teacher Education SIG
Welcome to the AAEE Teachers and Teacher Education Special Interest Group (TTE SIG). The TTE SIG was formed in October 2003.
The TTE SIG is a collaborative network with a focus on sustainable and environmental education in formal and informal education contexts. The TTE SIG is comprised of teachers, teacher educators and students, researchers and education officers working in sustainable and environmental education in various capacities.
This TTE SIG provides opportunities for participants to be part of significant State/Territory, National and International education initiatives and connect with others in exploring and evolving their areas of interest in sustainability and environmental education.
Convener Teachers and Teacher Education Special Interest Group
T +61 8 83640835
M +61 (0) 433013433
CURRENT ACTIVITIES AND CONNECTIONS
A. The Australian Curriculum Development
The TTE SIG is working through AAEE to influence the incorporation of sustainability worldviews and principles and education for sustainability at all stages in the development the Australian Curriculum, Assessment and Reporting Authority’s Australian Curriculum.
AAEE’s feedback includes:
AAEE on the Australian Curriculum – Civics and Citizenship Shape Paper – August 2012
AAEE on the Australian Geography Curriculum – February 2012
AAEE on the Australian Curriculum – Sustainability Cross Curriculum Priority – September 2011
AAEE on the Australian Science Curriculum – June 2010
AAEE on the Australian History Curriculum – June 2010
AAEE on the Australian English Curriculum – June 2010
AAEE on the Australian Mathematics Curriculum – June 2010
B. AUSTRALIAN EDUCATION FOR SUSTAINABILITY ALLIANCE (AESA) PROJECT – Advancing the Implementation of Education for Sustainability in the Australian Curriculum – Views from the Classroom and Community.
To draw on the frontline engagement of AESA members, and the experience of a range of community based Education for Sustainability (EfS) stakeholders, to assess and recommend strategies and actions for the delivery of learning for sustainability outcomes with a focus on:
1. improving the depth, consistency and accessibility of high quality classroom ready resources;
2. supporting the alignment of EfS learning tools and programs with the Australian Curriculum;
3. providing effective training and support services for teachers and educators programs to enable efficient delivery of sustainability learning outcomes across the Australian Curriculum.
Further information is available at the AESA wesbite or contact Dr Jennifer Pearson AAEE President, president(at)aaee.org.au to make a comment.
TERTIARY EDUCATION FOR SUSTAINABILITY and SUSTAINABILITY INITIATIVES
A. Mainstreaming Education for Sustainability (EfS) into Teacher Education – a State systems approach to embedding the learning and teaching of sustainability in teacher education project.
Teacher Education for Sustainability is a key, yet under-utilised strategy identified in the literature for building teacher capacity in EfS. This project, funded by Australian Learning and Teaching (OLT) aims to develop a state-wide systems approach to embedding Education for Sustainability (EfS) in pre-service teacher education that is aligned with the Australian National Curriculum and the aspirations for EfS in the Melbourne Declaration (2008) and other national documents. The principal outcomes of the project are the expansion and refinement of a State systems-wide network for embedding learning and teaching in Education for Sustainability (EfS) in teacher education in Queensland. A national network has also been established.
The research has involved teacher educators from eight universities and engaged them in a strategic and networked research and course design process aimed at increasing opportunities for preservice teachers to access environmental education opportunities within their courses.
Participating teacher educators utilised a variety of contextually relevant approaches such as capitalising on existing institutional initiatives (curriculum and graduate learning attribute refreshments), building and maintaining EfS lib guides with the assistance of faculty librarians, offering EfS service learning opportunities, responding to and incorporating local sustainability issues in courses (eg water shortages), undertaking program audits and involving students in conducting sustainability surveys. Participants have also reflected on the challenges and opportunities existing across state and national teacher education systems that impact on provision of teacher education for sustainability.
A number of stakeholder organisations, including AAEE, also participate in the network.
The study is being conducted by Professor Bob Stevenson (James Cook University), Associate Professor Julie Davis (Queensland University of Technology) and Dr Jo Ferreira (Griffith University) and is currently in the final stages. Research outcomes and implications for teacher education are forthcoming.
For further information or to make a comment please contact Dr Jo-Anne Ferreira j.ferreira(at)griffith.edu.au or Associate Professor Julie Davis j.davis(at)qut.edu.au
B. People’s Sustainability Treaty on Higher Education
This Treaty, developed in May 2012, is the latest in a series of documents which emerges out of a need to rethink higher education and its role in a transition towards a more sustainable society. It has been written at a time when there is mounting concern for the future of people and planet but also fresh opportunities to act through commitments such as the Sustainable Development Goals.
The Treaty has been drafted by representatives from twenty five higher education agencies, organisations, associations and student groups rooted in different parts of the world. The cross-cultural dialogue and development process underpinning this document has served to build collaborative links and ownership. It has paved the way for a new consolidated platform for cooperation beyond the Rio+20 event in June 2012. It is envisaged that the document could lead to joint implementation projects and the sharing of best practices as well as modalities that are less bureaucratic.
Those signing this Treaty are seeking pathways and possibilities for progressing sustainability in higher education. They are committing to contribute towards societies that are fair, participatory, future facing and peaceful and able to restore the integrity of Earth’s ecological systems, as well as promote human development in an equitable and inclusive manner.’ Preamble to statement.
Background to the treaty can be found at the University of Gloucestershire Insight website.
Australian signatories to the Treaty as of August 2012
Australasian Campuses Towards Sustainability (ACTS), Asia-Pacific
Australian Association for Environmental Education, Australia
Australian Centre for Sustainable Mining Practices at the University of South Wales (ACSM), Australia
Australian National University (ANU), Australia
Edith Cowan University, Australia
La Trobe University, Australia
The Australian Education for Sustainability Alliance (AESA), Australia
University of Western Sydney (UWS), Australia
The discussion board below is offered to members and non-members to network about current issues and to share resources.