The Influence of a Teachers' Professional Development Programme on Primary School Pupils' Understanding of and Attitudes towards Sustainability

Autor/inn/en	Murphy, Clíona; Mallon, Benjamin; Smith, Greg; Kelly, Orla; Pitsia, Vasiliki; Martinez Sainz, Gabriela
Titel	The Influence of a Teachers' Professional Development Programme on Primary School Pupils' Understanding of and Attitudes towards Sustainability
Quelle	In: Environmental Education Research, 27 (2021) 7, S.1011-1036 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Clíona) ORCID (Mallon, Benjamin) ORCID (Smith, Greg) ORCID (Kelly, Orla) ORCID (Pitsia, Vasiliki) ORCID (Martinez Sainz, Gabriela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1889470
Schlagwörter	Professional Development; Professional Continuing Education; Teacher Education; Transformative Learning; Program Effectiveness; Correlation; Science Education; Active Learning; Inquiry; Environmental Education; Pedagogical Content Knowledge; Elementary School Teachers; Elementary School Students; Children; Sustainable Development; Comprehension; Competence; Student Attitudes; Photography; Consciousness Raising; Urban Schools; Foreign Countries; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerausbildung; Lehrerbildung; Pädagogische Transformation; Korrelation; Naturwissenschaftliche Bildung; Aktives Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Nachhaltige Entwicklung; Verstehen; Verständnis; Kompetenz; Schülerverhalten; Fotografie; Bewusstseinsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland
Abstract	Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve pupil learning as well as transform teachers' classroom practice. This paper utilises a mixed-methods design to investigate the influence of an innovative sustainability and science education focused programme of professional development, on primary pupils' (ages 8-11 years) understanding of and attitudes towards sustainability. The findings reveal that primary teachers' participation in the programme and implementation of the associated pedagogies afforded pupils the opportunity to: deepen their understanding of key sustainability issues and the potential actions that may be undertaken; further develop positive attitudes towards sustainability albeit alongside understanding the magnitude of the challenge that presents; begin the early development of particular sustainability competencies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01