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dc.contributor.advisorDeHart, Paula
dc.contributor.authorPotter-Nelson, Elizabeth M.
dc.date.accessioned2020-10-19T13:26:29Z
dc.date.available2020-10-19T13:26:29Z
dc.date.issued2020-08
dc.identifier.urihttp://digital.library.wisc.edu/1793/80656
dc.description.abstractThe purpose of this study was to identify the prevalence of four categories of sustainability literacy competencies; sustainability knowledge; systems thinking; social justice; and futures thinking, throughout coursework in a teacher preparation program. A mixed-methods case study was conducted in four courses at one university to identify the prevalence of these categories and the role they had on preservice teachers’ reported understanding of sustainability literacy. Data were collected in the form of faculty surveys, faculty interviews, course materials, and student surveys and analyzed using a sustainability literacy framework. Although the courses were not designed as sustainability courses, findings indicated the prevalence of at least one sustainability literacy category in each course. In addition, findings also showed that student participants recognized sustainability literacy categories in their coursework. A major conclusion was that the prevalence of at least one sustainability literacy category in each course has potential to serve as a leverage point where sustainability education could be readily integrated into teacher education. Recommendations were made for future conversations on this topic and policy changes in teacher education.en_US
dc.language.isoen_USen_US
dc.publisherSchool of Education, University of Wisconsin-Stevens Pointen_US
dc.subjectTeacher Educationen_US
dc.subjectSustainability Literacyen_US
dc.subjectPreservice Teachersen_US
dc.subjectSustainability Educationen_US
dc.subjectTeacher Preparationen_US
dc.subjectSustainability Literacy Competenciesen_US
dc.titleSustainability Literacy Competencies in Coursework for Preservice Teacher Preparationen_US
dc.typeDissertationen_US


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