Abstract
This chapter presents a student-led project focusing on Education for Sustainable Development (ESD) in teacher education. The chapter explores ways in which teacher education programmes can prepare student teachers to integrate sustainable concepts and practices in their teaching at the K–12 levels in Canada. Participatory video research methods were used to document Education students’ professional transformation through their involvement in various project activities and their emerging understandings of ESD. Data included focus group and informal conversations, field notes, and researcher’s journal entries. This work has important implications for teacher education programmes as well as sustainability education initiatives at Canadian universities. In particular, this work sheds light on the importance of peer-to-peer exchange in stimulating and sustaining student teachers’ interests in ESD. In addition, university leaders and administrators need to consider a ground-up approach to developing future ESD leaders by providing funding to help university students initiate and lead creative ESD projects.
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