Informed by curriculum theory, this in-depth qualitative case study examined the experiences of one senior teacher, Stephen, as he enacted the first unit of Queensland’s new Earth and Environmental Science (EES) syllabus. This study aimed to understand how Stephen navigated the ‘space’ between the intended and enacted curriculum, by focussing on what informed his teaching practice, and how Education for Sustainable Development (ESD) was realised (or otherwise). The realisation of ESD was limited to a few instances of teaching students about sustainability content, as Stephen’s attention was turned to issues of time and student assessment, following major curricular reform. The tensions that Stephen recounted appeared to relate to a narrowed space between the intended and enacted curriculum, which manifested in feelings of reduced teacher autonomy. The implications of these findings for realising ESD in the context of curricular reform, and the importance of teacher reflexivity in achieving ESD, are discussed.

在课程理论的指导下，这项深入的定性案例研究考察了一位资深教师斯蒂芬（Stephen）制定昆士兰新地球与环境科学第一单元的经历。（EES）教学大纲。这项研究的目的是通过集中于指导他的教学实践的知识以及如何实现可持续发展教育（ESD）来理解斯蒂芬如何在既定课程与已制定课程之间的“空间”中导航。可持续发展教育的实现仅限于一些向学生讲授可持续性内容的实例，因为在重大课程改革之后，斯蒂芬的注意力转向了时间和学生评估问题。史蒂芬·史蒂芬·史蒂芬·史蒂芬·史蒂芬（Steven Stephen）讲到的紧张关系似乎与原定课程和已制定​​课程之间的狭窄空间有关，这体现在教师自主权降低的感觉上。讨论了这些发现对于在课程改革的背景下实现ESD的意义，以及教师反身性在实现ESD中的重要性。