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It traces the committee’s research history from inception, conducts a literature review comparing ESE-TE work with international approaches, identifies and prioritizes a future ESE-TE research agenda, and proposes a model for building a consensual agenda among stakeholder members. Recommended work includes redefining ESE, reviewing Canadian and international ESE-TE literature, and examining topics such as social-ecological connections, teacher identity and agency, community-based ESE, and translating research into practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-activities-of-the-canadian-standing-committee-on-environmental-and-sustainability-education-in-teacher-education/596876/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-activities-of-the-canadian-standing-committee-on-environmental-and-sustainability-education-in-teacher-education/596876.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main objectives of this paper?","Question",{"text":112,"@type":113},"To document and reflect on the research activities of the Canadian ESE-TE Standing Committee and to outline a possible future research path using a model for a consensual research agenda among ESE-TE stakeholders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research questions does the paper address?",{"text":117,"@type":113},"The paper asks about the history of the committee’s research activities, how Canadian ESE-TE research compares with international work, what future priorities might be, and how a consensual agenda could be developed among stakeholders.",{"name":119,"@type":110,"acceptedAnswer":120},"What future research topics does the paper recommend?",{"text":121,"@type":113},"It recommends redefining ESE; reviewing Canadian and international ESE-TE literature; and examining topics including social–ecological connections, teacher identity and agency, community-based ESE, teaching/learning and belief systems, and challenges in applying research to practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596876,1792165638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Research Activities of the Canadian Standing Committee on Environmental and Sustainability Education in Teacher Education  \nDouglas D. Karrow, Brock University (Hamilton), Canada, & Patrick Howard, Cape Breton University, Canada  \nAbstract  \nThis ongoing case study reports on the research activities of the Canadian Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee. A history of the Standing Committee’s research activities, a literature review comparing the Standing Committee’s ESE-TE research with international approaches to ESE-TE research, the identification and prioritizing of the Standing Committee’sfutureESE-TE research agenda, and a model for developing a research agenda amongst Standing Committee ESE-TE stakeholders comprise the work. Recommended future research consists of redefining ESE; reviewing Canadian and international ESE-TE research literature; and examining potential Canadian and international ESE-TE research topics including: connecting the social and the ecological; teacher “identity” and “agency”; community-based ESE; teaching/student learning and belief systems; and challenges in applying research to practice.  \nRésumé  \nCette étude de cas (encore en cours) présente les activités de recherche du comité permanent canadien sur l’éducation à l’environnement et au développement durable (EEDD) dans la formation des enseignants (FE) . Elle trace l’historique des activités de recherche du comité permanent, recense les écrits comparant lestravaux du comité avec ce qui se fait à l’international dans ce domaine, établit les projets de recherche à venir du comité permanent pour en déterminer la priorité, et propose un modèle pour convenir d’un programme de recherche parmi les parties prenantes du comité permanent. On recommande notamment de redéfinirl’éducation à l’environnement et au développement durable, de procéder à une revue de la recherche canadienne et internationale sur l’EEDD-FE, et d’examiner d’éventuels thèmes de recherche sur l’EEDD-FE (au Canada et à l’international), notamment : les liens entre les questions sociales et écologiques; « l’identité » et « l’agentivité » de l’enseignant; l’EEDD dans la collectivité; les systèmesd’apprentissage et de croyance des enseignants et des élèves; le défi d’appliquer la recherche à la pratique.  \nKeywords: Canadian ESE-TE Standing Committee, EECOM, environmental and sustainability education, teacher education, research  \nMots-clés : comité permanent canadien sur l’éducation à l’environnement et audéveloppement durable dans la formation des enseignants, Réseau canadien d’éducation et de communication relatives à l’environnement (EECOM), formation des enseignants, recherche  \n102 Canadian Journal of Environmental Education, 23(1), 2020  \nResearch Activities of the Canadian Standing Committee on Environmental and Sustainability Education in Teacher Education  \nUniversity teacher education 1 programs have an essential role in the preparation and ongoing professional development of teachers to support ESE learning from pre-kindergarten to Grade 12. Research into such programs enhances our knowledge base, mobilizes knowledge, and increases the profile of ESE-TE, an emerging field of study. Programmatic and research-driven ESE-TE activities are necessary to reorient teacher education for a sustainable future. Teachers are key to transforming the education of society. The annual reports of environmental and social injustice (Worldwatch, 2015) underscore the necessity of ESE-TE.  \nThe purpose of this paper is to chronicle and reflect upon the research activities of the Canadian Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee (“Standing Committee”) of the Canadian Network for Environmental Education and Communication (EECOM), from its inception to today.2 We chart a possible future for these research activities by considering a model for the development of a consensual research agenda among member","cbCaikNrr62E71BM","https://ap.wps.com/l/cbCaikNrr62E71BM","pdf",493635,"English","# Introduction\n## Objectives and research questions\n## Case study method and literature review\n# Findings and future directions\n## Future research priorities","[{\"question\":\"What are the main objectives of this paper?\",\"answer\":\"To document and reflect on the research activities of the Canadian ESE-TE Standing Committee and to outline a possible future research path using a model for a consensual research agenda among ESE-TE stakeholders.\"},{\"question\":\"What research questions does the paper address?\",\"answer\":\"The paper asks about the history of the committee’s research activities, how Canadian ESE-TE research compares with international work, what future priorities might be, and how a consensual agenda could be developed among stakeholders.\"},{\"question\":\"What future research topics does the paper recommend?\",\"answer\":\"It recommends redefining ESE; reviewing Canadian and international ESE-TE literature; and examining topics including social–ecological connections, teacher identity and agency, community-based ESE, teaching/learning and belief systems, and challenges in applying research to practice.\"}]","Research Activities of the Canadian Standing Committee on Environmental and Sustainability Education in Teacher Education | PDF",1792083912,48]