International scaling of sustainability continuing professional development for in-service teachers

Research output: Journal contributionsJournal articlesTransferpeer-review

Authors

Continuing professional development (CPD) offers a strong opportunity to transform schools quickly enough to support today’s students in developing the capacity to address urgently needed sustainability solutions. While there have been some efforts in these directions, so far attempts have not been made to demonstrate whether these approaches to sustainability CPD can be scaled up internationally to the level necessary to meet the need to integrate sustainability across subjects and grade levels. Through this multi-national collaboration, we shared a model and implemented it across three very different contexts. The results of this two year project are reported and the important contextual factors for the competence development of teachers are identified. The model utilized here demonstrated success despite significant barriers at each implementation site. We identify three universal features that will create transformative sustainability CPDs: 1) Sufficient contact hours 2) Solutions not problems and 3) Competencies not content.
Original languageEnglish
Article numbere2243
JournalInterdisziplinary Journal of Environmental and Science Education
Volume17
Issue number3
Number of pages13
ISSN2633-6537
DOIs
Publication statusPublished - 05.2021

    Research areas

  • Sustainability education - sustainability education, continuing professional development, in-service, 17 scaling solutions, education for sustainable development

DOI