International scaling of sustainability continuing professional development for in-service teachers
Research output: Journal contributions › Journal articles › Transfer › peer-review
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In: Interdisziplinary Journal of Environmental and Science Education, Vol. 17, No. 3, e2243, 27.05.2021.
Research output: Journal contributions › Journal articles › Transfer › peer-review
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TY - JOUR
T1 - International scaling of sustainability continuing professional development for in-service teachers
AU - Redman, Erin
AU - Murphy, Cliona
AU - Mancilla, Yasmany
AU - Mallon, Benjamin
AU - Kater-Wettstädt, Lydia
AU - Barth, Matthias
AU - Ortiz, Maria Gabriela
AU - Smith, Greg
AU - Kelly, Orla
N1 - Funding Information: 5. Each team of teachers work together to develop and implement a school project, with small seed funding provided to each school (funded by GCSO). Throughout the professional development the teachers were to envision what a sustainable school looks like and how they can be part of the process in leading the transition. The sustainability project was the first step on this envisioned sustainability trajectory, with other milestones discussed on the path towards sustainability. Publisher Copyright: © 2021 by Author/s and Licensed by Veritas Publications Ltd., UK.
PY - 2021/5/27
Y1 - 2021/5/27
N2 - 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.
AB - 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.
KW - Sustainability education
KW - sustainability education
KW - continuing professional development
KW - in-service
KW - 17 scaling solutions
KW - education for sustainable development
UR - http://www.scopus.com/inward/record.url?scp=85111261471&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/6ceb4273-efc6-397b-b94a-def45065b387/
U2 - 10.21601/ijese/10936
DO - 10.21601/ijese/10936
M3 - Journal articles
VL - 17
JO - Interdisziplinary Journal of Environmental and Science Education
JF - Interdisziplinary Journal of Environmental and Science Education
SN - 2633-6537
IS - 3
M1 - e2243
ER -