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Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy, competence and pedagogy
Environmental Education Research ( IF 3.725 ) Pub Date : 2020-06-12 , DOI: 10.1080/13504622.2020.1776843
Cliona Murphy 1, 2 , Greg Smith 1 , Benjamin Mallon 1 , Erin Redman 3
Affiliation  

Abstract Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre- and post-programme surveys, teachers’ reflective journals and post-programme group interviews, the paper explores Irish primary school teachers’ experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers’ self-efficacy, supports teachers’ critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education.

中文翻译:

在爱尔兰小学课堂通过探究式科学教授可持续性:专业发展计划对教师自我效能、能力和教学法的影响

摘要 研究表明,创新和引人入胜的专业发展有助于支持教师培养他们对教学可持续性的能力和信心。制定了一项国际倡议,以探索以能力为导向的可持续发展教育 (ESD) 专业发展模式是否可在三个不同的国际背景下(爱尔兰、德国和墨西哥)转移。本文通过为小学教师制定创新的专业发展计划,报告了该模式在爱尔兰背景下的适应性。通过混合方法,通过课程前和课程后调查、教师反思期刊和课程后小组访谈收集数据,本文探讨了爱尔兰小学教师的经验,和态度,在参与专业发展计划后,通过科学教育来教授可持续性。研究结果表明,该计划围绕科学教育和可持续发展教育有效专业发展的现有证据构建,对教师的自我效能感产生积极影响,支持教师对可持续发展能力的批判性参与,并通过探究促进可持续发展的变革性教学法的发展——基础科学教育。
更新日期:2020-06-12
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