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This study investigates 21 New Zealand pre-service primary teachers’ learning after an elective course supporting ESE integration into future practice. Qualitative reflections and peer/individual interviews show activities fostering deep, diverse thinking as most valuable. Mezirow’s transformative learning theory indicates transformation for about half the teachers, suggesting potential for course design while requiring further research on wider transformation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Pre-Service Teachers’Learning Experiences  \nA journal of educational research and practice 2022 Vol. 31 (2) 40−62  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nSally Birdsall *  \nThe University of Auckland, New Zealand  \nAbstract  \nAlthough teachers have been identified as key change agents in the shift towards a flourishing planet for all, research into effective pedagogies for embedding environmental and sustainability education (ESE) into teacher education courses is an emerging area. Understandings about the most effective approaches and activities are needed , along with theories that could underpin teachers’ learning. This study explores 21 pre-service primary school teachers’ learning following their engagement in an elective course designed to help them embed ESE into their future practice. Qualitative data were gathered using reflections as well as peer and individual interviews. An analysis showed that the activities considered most valuable for learning were those that gave pre-service teachers space and time to think more deeply and in different ways. Mezirow’s transformative learning theory was used to explore their learning. The use of its three elements and six components identified that transformative learning took place for about half of these pre-service teachers. While it seems this theory has potential to underpin ESE teacher education courses, further research is needed to explore how transformation can occur for more teachers.  \nKeywords: transformative learning , environmental and sustainability education , pedagogy, pre-service teacher education  \n* [s.birdsall@auckland.ac.nz](s.birdsall@auckland.ac.nz)  \nPositioning the Key Role of Teacher Education  \nThe detrimental effects of humans exceeding our planet’s capacity to sustain life are becoming increasingly apparent. To counter these effects, environmental educators believe that education is a vehicle that can be used to teach people how to care for our planet (Reid et al. , 2021; Wals & Benavot, 2017) . Some environmental educators believe that along with other elements such as knowledge and action-taking, teaching to develop stewardship is key. It is further argued that the teaching of stewardship involves the re-orientation of people’s values because people do not inherently possess the necessary values (Reid et al. , 2021) . Such teaching is at the heart of environmental and sustainability education (ESE) programs. This belief is not new and can be traced back to the Stockholm Conference of 1972, one of three seminal environmental education conferences held in the 1970s by the United Nations (Palmer, 1998) . It is echoed in Tilbury’s (1995) article where she includes the component of values education, one of six components needed to achieve the goals of ESE. When including this component, Tilbury argues for ESE that aims to develop positive“environmental awareness and concern” in order that a “personal environmental ethic” is acquired (p. 201) . Wals and Benavot (2017) argue similarly, stating that ESE needs to develop learners who are self-reflective and can alter their values and consequential behaviour to build societies that are more sustainable and equitable for all.  \nOver the last 10 years, the United Nations has issued many declarations and agreements about the importance of integrating environmental education into both formal and informal education. Some of these include the United Nations’ Global Action Plan on Education for Sustainable Development that followed its Decade of Education for Sustainable Development (2004-2014), and then UNESCO’s Education Strategy (2014-2021) . The most recent is the United Nations’ Sustainable Development Goal 4 Target 4. 7, which states, “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development”(S","cbCaifbaVZDWesZF","https://ap.wps.com/l/cbCaifbaVZDWesZF","pdf",232918,23,"English","# Abstract\n# Positioning the Key Role of Teacher Education","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study explores how pre-service primary teachers learn after engaging in an elective course designed to help them embed environmental and sustainability education (ESE) into their future practice.\"},{\"question\":\"How was teachers’ learning data collected and analyzed?\",\"answer\":\"Qualitative data were gathered through reflections and both peer and individual interviews, then analyzed to identify which learning activities were most valuable.\"},{\"question\":\"What does the study conclude from Mezirow’s transformative learning theory?\",\"answer\":\"Transformative learning occurred for about half of the pre-service teachers, indicating the theory may help underpin ESE teacher education courses, though more research is needed to understand transformation for more teachers.\"}]","Exploring Effective Pedagogies in Environmental and Sustainability Education for Teachers - A Story of New Zealand Pre-Service Teachers’ Learning Experiences | PDF",1792080528,58]