This article presents findings from a study that evaluated the impact of an Australian sustainability initiative, with a view to unravelling the realities of teachers’ implementation approaches. The paper outlines a study that reviews a government initiative in early years, primary and secondary educational settings that uses the Data Collection, Storage and Visualisations System (DCSVS) aimed at enhancing sustainability awareness and embedding sustainability as part of everyday practice in schools and early childhood services. It was also intended to offer school leaders, teachers and students avenues to engage with their consumption of natural resources. This in turn was anticipated to increase awareness about conservation, with the long-term aim to engage with the broader themes of sustainability. This article focuses on the role of teachers’ identities in enacting these policy initiatives. It highlights teachers’ enactment of the policies, the crucial role of school leaders in the process, as well as the deeper connections between curriculum and pedagogy.

中文翻译：

---

教师身份是可持续发展实施环境教育的关键：来自澳大利亚的一项研究

本文介绍了一项评估澳大利亚可持续发展倡议影响的研究的结果，旨在揭示教师实施方法的现实。该论文概述了一项研究，该研究回顾了政府在早年、小学和中学教育环境中使用数据收集、存储和可视化系统 (DCSVS) 的举措，旨在提高可持续性意识并将可持续性作为学校和幼儿日常实践的一部分服务。它还旨在为学校领导、教师和学生提供参与自然资源消耗的途径。预计这反过来会提高人们对保护的认识，长期目标是参与更广泛的可持续性主题。本文重点关注教师身份在制定这些政策举措中的作用。它强调了教师对政策的制定、学校领导在这一过程中的关键作用，以及课程和教学法之间更深层次的联系。