Abstract
Abstract The current study has investigated the impact of sustainability-focused undergraduate research projects on pre-service teachers’ agency to act as sustainability educators in their classrooms. Twenty-seven pre-service teachers participated in this design-based study for a period of 11 weeks. The data were collected through classroom observations (before and after implementing the intervention i.e. undergraduate research projects) and short interviews. Comparison of pre-intervention and post-intervention observations indicated that the sustainability-focused undergraduate research projects were partially effective in preparing pre-service teachers as sustainability educators. The study findings suggest including standalone courses on sustainability education in teacher education programmes.
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