Some practical solutions for achieving the ideals of sustainability: A case study of a technology teacher education program

Abstract

This chapter provides an analysis of the ways in which one teacher education program addressed the issue of sustainability. The Bachelor of Technology Education is an undergraduate teacher training program at Griffith University, Australia, that provides opportunities for students to study technical, pedagogical, design and graphics courses. Throughout the four-year program, students are involved in developing their technical and pedagogical skills, designing and making products, and developing teaching resources for their future employment.

Since 2004 a number of courses within the program have been re-designed and re-structured to focus on different elements of education for sustainability (ES). In this paper I analyse some achievements within this program which include: across-course approaches; links to communities outside the university; effective/practical approaches to sustainability issues; and relationships between research and teaching.

To develop coherent leaning experiences these achievements have been planned on the basis of a theoretical analysis of what education for sustainability means for the technology education area. A curriculum development framework was created that was based on general considerations such as the ways sustainability could be conceptualised, the nature of knowledge, 'eight sustainability principles' for the university and particular issues specific to the area of technology education such as ES aims for technology education and principles of sustainable design. On the basis of student surveys the conclusion is made that due to the coherent approach adopted, visible results in students' learning and attitudes and program development were achieved.