Investigating pre-service teachers’ preparation for the integration of environmental and sustainability education knowledge, skills and attitudes into the Eswatini school curriculum

Abstract

This study aimed at investigating the extent to which pre-service teachers are being prepared to integrate Environmental and Sustainability Education knowledge, skills, and attitudes into the Eswatini school curriculum. This was done by investigating the levels of pre-service teachers’ knowledge on Environmental and Sustainability Education matters as well as the prevalence of pro-environmental attitudes among them. Further, in-depth investigations were carried out to achieve a detailed understanding of Environmental and Sustainability Education realities among pre-service teachers. A mixed methods research approach that involved integrating qualitative and quantitative data collection and analysis, was adopted for the study. A multisite case study type was applied involving two teacher training institutions and two primary schools. Three theories formed the theoretical framework: Constructivist theories of learning which guided the process of lesson observation, Bernstein’s concepts of Classification, Framing and Curriculum Recontextualisation and Rogan and Grayson’s Theory of Curriculum Implementation which informed the design of analytical tools. Using random sampling, quantitative data from 211 pre-service teachers were collected via a structured questionnaire. Purposive sampling identified 15 participants for interviewing. Qualitative data were collected by conducting document analysis, lesson observations, field observations and observation of practices. The quantitative data were analysed using descriptive statistics as well as the Chi-square inferential data analysis test. Qualitative data from interviews were analysed using content analysis that produced categories and themes. The analysis of course outlines as well as lesson observations was guided by the Bernsteinian-based research tools. The results revealed that teacher training institutions in Eswatini to a minimal extent prepare pre-service teachers for teaching and integrating Environmental and Sustainability Education into their curriculum planning and teaching practices. To improve Environmental and Sustainability Education mediation, a two-phase implementation framework was developed to strengthen the way pre-service teachers are being prepared to integrate Environmental and Sustainability Education knowledge, skills and attitudes into the Eswatini school curriculum.