초등교사 양성 과정에서의 환경교육 통합에 대한 사례 연구 = A Case Study on the Integration of Environmental Education in Elementary Teacher Education Programs

다국어 초록 (Multilingual Abstract)

As transformation for the environment and sustainability becomes one of the major discourses, the importance of learners and teachers as agents of change is being emphasized. In Korea as well, the competencies of teachers who will lead environmental education in schools are being prioritized, following the establishment of the Fourth National Environmental Education Plan by the Ministry of Climate, Energy and Environment, and the strengthening of climate and environmental education in the 2022 Revised National Curriculum by the Ministry of Education. In this context, this study explored strategies and implications for integrating environmental education into pre-service elementary teacher education programs. Focusing on the case of A University of Education, which has attempted environmental education integration through an independent course or an integrated course approach from 2021 to 2025, this study analyzed the processes and characteristics of environmental education integration, as well as the changes observed among teacher educators and at the university level during this process. The findings revealed that environmental education was integrated into 16 courses across liberal arts and major courses offered by the Departments of Korean Language Education, Science Education, Social Studies Education, Mathematics Education, and Practical Arts Education at A University. This integration addressed diverse environmental issues such as climate change. Alongside traditional teaching methods like lectures, surveys, and discussions, innovative pedagogies were attempted, including policy markets, interdisciplinary projects, field-based experiential learning, eco-friendly space planning, and raising voices for the environment. Furthermore, institutional achievements emerged during the university's curriculum revision process, including the establishment of an environmental education micro-degree as well as an interdisciplinary integrated courses. These changes were supported by a loose but sustained solidarity and professional learning community among teacher educators, enhancing the environmental education expertise not only of pre-service teachers but also of the teacher educators themselves. Based on this significance and these outcomes, the study proposed strategies for integrating and operating environmental education within teacher education curricula and presented implications.