Environmental and Sustainability Education in Teacher Education by Douglas D. Karrow & Maurice DiGiuseppe

Author:Douglas D. Karrow & Maurice DiGiuseppe
Language: eng
Format: epub
ISBN: 9783030250164
Publisher: Springer International Publishing

10.1 Environmental Literacy Among Preservice Teachers

The need to prepare teachers who are environmentally literate, who can impart environmental knowledge, and who can influence students’ values, beliefs, and behaviours is more critical now than ever before. The goal of EE in school is to shape young people’s perceptions and values about human impacts on the environment and to ensure the development of a sustainable future. Teachers play a significant role in the development of environmental literacy among students (McKeown and Hopkins 2002; World Commission on Environmental Development 1987). In addition, teachers are influential in environmental leadership development among children and teenagers (Esa 2010). Therefore, teachers who are knowledgeable, have positive attitudes, and show concern for the environment are more likely to produce students who are more environmentally literate (Tuncer et al. 2009). Teachers who lack proficiency in environmental knowledge, skills, and commitment are less likely to effectively lead environmental change in schools (National Environmental Education Advocacy Council 2005; Yavetz et al. 2014). Inadequate incorporation of EE within ITE programmes is one of the obstacles to successful implementation of EE in schools (Cutter and Smith 2001; McKeown and Hopkins 2002; UNESCO 1997; Yavetz et al. 2014).

A lack of the desired environmental knowledge and understanding among PTs has been well documented, including misconceptions regarding issues such as the greenhouse effect, ozone layer depletion, and acid rain (Boyes et al. 1995; Dove 1996; Groves and Pugh 1999; Khalid 2003). Spiropoulou et al. (2007) reported on how limited knowledge about the environment among Greek primary PTs resulted in low rates of implementation of environmental programmes in schools. Similarly, Esa (2010) reported that the lack of environmental knowledge among students and teachers contributed to a lack of pro-environmental behaviours.

Yet other studies have revealed positive environmental attitudes, limited environmental knowledge, and low levels of environmental behaviour among PTs (Boubonari et al. 2013; Michail et al. 2007; Pe’er et al. 2007; Stir 2006; Tuncer et al. 2009). Boubonari et al. (2013) and Stir (2006) reported that PTs in Greece and Australia, respectively, were very concerned about environmental issues and scored high on attitudinal factors. Although they possessed minimal knowledge regarding environmental issues, they expressed a lack of confidence in making wise decisions and in taking appropriate action. Similarly, PTs in Turkey showed a high degree of concern about environmental problems and expressed positive attitudes towards the environment despite their low levels of knowledge on current environmental issues (Tuncer et al. 2009). A study of Israeli PTs revealed their positive attitudes towards the environment despite limited knowledge (Pe’er et al. 2007). This can be viewed as a reflection of PTs’ awareness and desire to identify with what they intuitively accept as correct values regardless of their limited knowledge. Chapman and Sharma (2002) attributed the lack of environmental awareness among PTs to the theoretical way in which EE is taught.

The literature above implies that teachers are more likely to produce students who are more environmentally literate if the teachers are more knowledgeable, have positive attitudes towards the environment, and show concern for environmental problems.

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