國立虎尾科技大學 |

Storying Journeys in Environmental & Sustainability Education : = Navigating Teacher Candidates' ESE Experiences.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Storying Journeys in Environmental & Sustainability Education :/
Reminder of title:	Navigating Teacher Candidates' ESE Experiences.
Author:	Kennedy, Alysse.
Description:	1 online resource (342 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Environmental education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379766139

Storying Journeys in Environmental & Sustainability Education : = Navigating Teacher Candidates' ESE Experiences.
Kennedy, Alysse.

Storying Journeys in Environmental & Sustainability Education :Navigating Teacher Candidates' ESE Experiences. - 1 online resource (342 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

This thesis seeks to understand the experiences of twenty K-12 teacher candidates (TCs) within environmental and sustainability education (ESE) at a large Ontario faculty of education. Using Sauve's (2005) cartography of environmental education currents and Cooper and White's (2012) five contexts as frameworks, I ask to what extent and in what ways are TCs engaging within ESE during their teacher education programs. Through a qualitative interview study inspired by the art of storytelling, twenty personal, highly-detailed and honest accounts developed of what it is like to be a TC engaging in ESE during an uncertain time (COVID-19) and looking towards an uncertain future for our climate. In their own words, TCs reveal the conceptualizations of ESE they carry, the range of emotions they navigate, the opportunities and supports they receive, the barriers and challenges they face, and the motivations that draw them into this complex field of study (despite their faculty of education not requiring them to do so). In listening to their stories, we hear powerful testimony from a group of TCs urging Canadian faculties of education and K-12 schools to respond to their call for relevant, engaging and meaningful ESE and climate action that is rooted in intersectionality, social justice, and appropriately inclusive of Indigenous pedagogies and perspectives. This study is significant in a number of ways: it informs our understandings of the role of ESE theory, the spectrum of emotions (from eco-anxiety to resilience), the critical importance of community, and the individual and systemic barriers at play in TCs' personal and professional lives. I conclude the thesis with suggestions and considerations - theoretical and practical - for ESE in Canadian teacher education programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379766139Subjects--Topical Terms:

580651
Environmental education.
Subjects--Index Terms:

Eco-anxietyIndex Terms--Genre/Form:

554714
Electronic books.

Storying Journeys in Environmental & Sustainability Education : = Navigating Teacher Candidates' ESE Experiences.
LDR:03218ntm a22003977 4500 001 1141863
005 20240604073548.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379766139
035 $a (MiAaPQ)AAI30248372
035 $a AAI30248372
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kennedy, Alysse. $3 1465893
245 1 0 $a Storying Journeys in Environmental & Sustainability Education : $b Navigating Teacher Candidates' ESE Experiences.
264 0 $c 2023
300 $a 1 online resource (342 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Pedretti, Erminia.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2023.
504 $a Includes bibliographical references
520 $a This thesis seeks to understand the experiences of twenty K-12 teacher candidates (TCs) within environmental and sustainability education (ESE) at a large Ontario faculty of education. Using Sauve's (2005) cartography of environmental education currents and Cooper and White's (2012) five contexts as frameworks, I ask to what extent and in what ways are TCs engaging within ESE during their teacher education programs. Through a qualitative interview study inspired by the art of storytelling, twenty personal, highly-detailed and honest accounts developed of what it is like to be a TC engaging in ESE during an uncertain time (COVID-19) and looking towards an uncertain future for our climate. In their own words, TCs reveal the conceptualizations of ESE they carry, the range of emotions they navigate, the opportunities and supports they receive, the barriers and challenges they face, and the motivations that draw them into this complex field of study (despite their faculty of education not requiring them to do so). In listening to their stories, we hear powerful testimony from a group of TCs urging Canadian faculties of education and K-12 schools to respond to their call for relevant, engaging and meaningful ESE and climate action that is rooted in intersectionality, social justice, and appropriately inclusive of Indigenous pedagogies and perspectives. This study is significant in a number of ways: it informs our understandings of the role of ESE theory, the spectrum of emotions (from eco-anxiety to resilience), the critical importance of community, and the individual and systemic barriers at play in TCs' personal and professional lives. I conclude the thesis with suggestions and considerations - theoretical and practical - for ESE in Canadian teacher education programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Environmental education. $3 580651
650 4 $a Teacher education. $3 1148451
650 4 $a Sustainability. $3 793436
653 $a Eco-anxiety
653 $a Teacher candidates
653 $a COVID-19
653 $a Sustainability education
653 $a Indigenous pedagogies
655 7 $a Electronic books. $2 local $3 554714
690 $a 0442
690 $a 0530
690 $a 0640
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 1179756
773 0 $t Dissertations Abstracts International $g 85-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248372 $z click for full text (PQDT)