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Abstract

This chapter is co-written by a team of experienced pre-service teacher educators in one university in the UK (at the time of writing). Together, we are re-envisioning what it means to be teacher educators in a time of increasing global connectedness and apparent impending global crises. We look to the future of sustainability education in relation to working with pre-service teachers and consider potential futures and opportunities for our practice, resisting the temptation to offer sets of skills as a desired ‘end’ for teacher education. Rather, this chapter exemplifies the principle of engaging with the idea of the Anthropocene as a mechanism to shift our teacher education practice towards a deeper entanglement with sustainability, starting from a subject perspective. We use history, science and mathematics as examples here but challenges apply equally to the contributions and perspectives of other subjects. The concept of the Anthropocene provides a trigger for us, as professionals, to open ourselves to re-examining our practice of teacher education. We conclude that a future of uncertainty and crisis calls for open-ness to the new and re-examination of the present to become a continual process, part of our way of being in the world as educators.
Original languageEnglish
Title of host publicationEnvisioning Futures for Environmental and Sustainability Education
EditorsPeter Corcoran, Joseph Weakland, Arjen Wals
PublisherWageningen Academic Publishers
Pages73-85
Number of pages13
ISBN (Electronic)9789086868469
ISBN (Print)9789086863037
DOIs
Publication statusPublished - Feb 2017

Structured keywords

  • SoE Centre for Teaching Learning and Curriculum
  • SoE Centre for Higher Education Transformations
  • SoE Educational Futures Network

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