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It uses qualitative narrative research to motivate institutional conversations about practical adoption within teacher preparation. 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In so far as narratives motivate reflection and action, the goal is to encourage readers to start a conversation with colleagues at their respective institutions (university or college) about how they might do something similar. Consideration is given to how this case fits what Neus (Snowy) Evans refers to as a “systems approach” to implementing ESE in ITE, even if more in retrospect and through improvisation than through foresight and technical prowess.  \nKeywords: environmental sustainability education, initial teacher education, Master of Teaching Program, Ontario Institute for Studies in Education, climate crisis  \n* [jeff.stickney@utoronto.ca](jeff.stickney@utoronto.ca)  \nIntroduction: Methods and Intentions—Making the Case for ESE in ITE  \nIn faithfully retelling first-and second-hand accounts of the implementation and teaching of an environmental sustainability education (ESE) course for teacher candidates (TCs) , I am employing qualitative, narrative methods of educational research. Drawing from an insider perspective as a practitioner, I make no claims beyond aptness in description, forgoing assertions of neutrality and objectivity, or generalizable findings. The style is expository rather than argumentative or empirical. It is more an exhortation or call to action, with some road mapping of how and why we made this move in our initial teacher education (ITE) program, without being prescriptive or suggesting that this is an exemplary approach. Four years in, it isan evolving story as we improvise to make it work better for our own changing situations (like teaching online 2020-2022) . Readers might gainfully draw from this reflection some ideas toward planning their own course, and through implementation experiment with syllabus and lesson design to fit their instructors’ aptitudes, and their own students’ needs and interests.  \nWithout deflating hopes, it should be noted that teaching ESE with prospective teachers is a rather long-game strategy. Even in today’s improved labour market, it can take years before TCs get permanent teaching contracts (if at all) . It also takes considerable time for a novice teacher to develop the capacity to teach ESE effectively within various subjects, with the benefits trickling down gradually to students in classrooms who themselves will have to grow up further before having the enhanced agency of being more “enlightened,” eco-conscious consumers and citizens. But this age factor is more significant with primary education. Working with the Intermediate/Senior panel, the 14 to 19-year-old students our TCs see on practicum will be voters within the next 4 years or less, and of course they are consumers now as they not only make their own purchases but also influence those of their parents/guardians (see Norris, 2020) . Some of these adolescents also lead in organizing events, running eco clubs, and demonstrating the power of youth activism and voice. The climate crisis has propelled many students to walk out of schools on designated Fridays to protest adults’ inaction, following Greta Thunberg. Dianne Saxe , environmental lawyer and former Environment Commissioner for Ontario, has pointed out that corporate and government leaders can no longer plausibly claim“deniability”: we all know the deleterious effects of our overconsumption of resources and output o","cbCaia0kkhCAh3St","https://ap.wps.com/l/cbCaia0kkhCAh3St","pdf",242502,24,"English","# Abstract\n# Introduction: Methods and Intentions—Making the Case for ESE in ITE\n# Bringing Environmental Sustainability Education Into a Master of Teaching Program","[{\"question\":\"Why does the paper argue that ESE should be included in ITE and K-12?\",\"answer\":\"It frames ESE as a long-game strategy that supports later teaching capacity and student agency, and it argues that excluding ESE from the curriculum amounts to negligence amid the climate crisis.\"}]","Embedding Environmental Sustainability Education in a Master of Teaching Program - Reflections on Improvisation and Learning-by-Doing at OISE, University of Toronto | PDF",1792080533]