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Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa

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  • Asheena Singh-Pillay

    (Science and Technology Education Cluster, School of Education, University of KwaZulu-Natal, Edgewood, Durban 4041, South Africa)

Abstract

There have been many calls for the integration of Education for Sustainable development in the training of pre-service teachers so that they can develop sustainability action competence to address sustainability issues now and in the future in their communities. This qualitative pilot project sought to explore pre-service technology teachers’ (PSTTs) experiences of learning about sustainability in the processing of the polymers module, when they were engaged in community-based assessment tasks. Data was collated from 25 PSTTs enrolled for the processing of the polymers module using reflective diaries and semi-structured interviews. Thematic analysis revealed that PSTTs had three key experiences of learning about sustainability, making a difference, learning as hands-on, minds-on, and hearts-on and sustainable pedagogies. At a theoretical level, the findings highlight the value of adopting an ESD lens and experiential learning approach to infuse learning about sustainability when teaching technology education. Further, the findings indicate that if PSTTs are challenged to participate actively in sustainability issues in their communities, they make informed choices about their role in society as future teachers, the pedagogies they plan to adopt, and the kinds of learning they strive to promote in learners.

Suggested Citation

  • Asheena Singh-Pillay, 2023. "Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:2149-:d:1045061
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    References listed on IDEAS

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    1. Douglas Bourn & Nese Soysal, 2021. "Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sust," Sustainability, MDPI, vol. 13(16), pages 1-19, August.
    2. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    3. Adeleye Ayoade Adeniran & Winston Shakantu, 2022. "The Health and Environmental Impact of Plastic Waste Disposal in South African Townships: A Review," IJERPH, MDPI, vol. 19(2), pages 1-11, January.
    4. Eleni Sinakou & Vincent Donche & Jelle Boeve-de Pauw & Peter Van Petegem, 2019. "Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework," Sustainability, MDPI, vol. 11(21), pages 1-23, October.
    5. Jeongju Lee & Hae-Deok Song & Ah Jeong Hong, 2019. "Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning," Sustainability, MDPI, vol. 11(4), pages 1-12, February.
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    Cited by:

    1. Asheena Singh-Pillay, 2023. "South African Postgraduate STEM Students’ Use of Mobile Digital Technologies to Facilitate Participation and Digital Equity during the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(18), pages 1-14, September.

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