Exploring Canadian ESE-PTE in the Context of International ESE-PTE

Abstract

This concluding chapter examines Canadian Environmental and Sustainability Education in Preservice Teacher Education (ESE-PTE) in relation to international ESE-PTE by considering a recent international study examining approaches to embedding ESE in PTE based on pedagogical and programmatic approaches, rationales and theoretical frameworks, and challenges faced by educators seeking to embed ESE into PTE. Contributing authors’ chapters are referenced in this cross-comparative analysis of research and secondary K–12 curricular/policy sources. And, while the curriculum/policy sources referenced oblige K–12 schools to integrate ESE into their courses and programmes, significant gaps in ESE-PTE persist in Canada. Additional empirical research is needed to identify specific factors—including approaches employed in Canadian and international PTE programmes, theoretical frameworks informing such approaches, curricular emphases and outcomes implemented in these programmes, and experiences of EST-PTE students, instructors, administrators, and policymakers—that facilitate or hinder the enhancement of ESE in PTE. Canada is poised to contribute to the emerging field of ESE-PTE beyond the descriptive empirical work highlighted in this volume. The challenge for future researchers will be to build on important work summarised here in the collective effort to realign the purpose of education to teach for a sustainable future.