Identifying Capital for School Improvement: Recommendations for a Whole School Approach to ESD Implementation

Autor/inn/en	Gericke, Niklas; Torbjörnsson, Tomas
Titel	Identifying Capital for School Improvement: Recommendations for a Whole School Approach to ESD Implementation
Quelle	In: Environmental Education Research, 28 (2022) 6, S.803-825 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gericke, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2045256
Schlagwörter	Educational Improvement; Moral Values; Trust (Psychology); Environmental Education; Institutional Characteristics; Sustainable Development; Capacity Building; Context Effect; Faculty Development; Teacher Attitudes; Foreign Countries; Teaching Methods; Transformative Learning; Global Approach; Educational Objectives; Elementary Secondary Education; Teacher Collaboration; Principals; Teacher Administrator Relationship; Interdisciplinary Approach; Thematic Approach; Student Needs; Parent Attitudes; Sweden + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Moral value; Ethischer Wert; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Globales Denken; Educational objective; Bildungsziel; Erziehungsziel; Lehrerkooperation; Principal; Schulleiter; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Themenzentrierter Unterricht; Elternverhalten; Schweden
Abstract	The present study explores how school improvement in combination with a teacher professional development (TPD) project influenced the implementation of education for sustainable development (ESD) in five Swedish schools, when employing a whole school approach. Interviews were conducted with three teachers from each school. Shulman and Shulman's four forms of capital for capacity building were used as a framework for the data analysis. The impact of the project on the schools' pedagogical activities varied considerably between the schools. The transformative potential in ESD was realized to a greater extent in the schools characterized by high levels of moral capital -- i.e. trust -- than in the schools characterized by more individual and traditional ways of working. Three general conclusions concerning ESD implementation are drawn: (1) Prior to launching a whole school project for ESD, it is desirable to make an inventory of the capacity building capital at participating schools, and to identify contextual factors constituting external pressure on the building of capital. (2) The school improvement project and the TPD need to be locally adjusted to the available capital. (3) A strategy for adapting the project to the various external pressures needs to be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01