Ecocriticism Course: Development of English Pre-service Teachers' Pedagogical Content Knowledge of Sustainability

To address a paucity of knowledge on a way to enhance pedagogical content knowledge
of sustainability (PCKS), the authors of the study developed an ecocriticism course and
investigated its impact on English pre-service teachersí PCKS. A mixed-method conver�gent research design was employed. Forty-seven pre-service English teachers at one of
the English education departments in Indonesia joined the course and received a pre�and post-questionnaire survey of PCKS. They were also required to generate English
instructional ideas related to environmental sustainability at the end of the course in the
open-ended questionnaire. The survey and open-ended questionnaire data were analyzed
using a paired-sample t-test and content analysis. The results informed that the English
pre-service teachersí PCKS, knowledge to create and provide learning opportunities for
English learners to enhance the learnersí sustainability capacity, was developed in the
course. Accordingly, to orient English teacher education institutions towards sustain�ability, an ecocriticism course is suggested to integrate into the curriculum.
Keywords: ecocriticism, education for sustainable development, pedagogical content
knowledge of sustainability (PCKS), language teacher education, teacher professional
development