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.

摘要

变革型教师教育可以支持教育体验，让学生有机会发展知识、技能和态度，为解决我们面临的重大可持续性问题做出贡献。有人认为，要使专业发展计划有效，它们需要改善学生的学习以及改变教师的课堂实践。本文采用混合方法设计来调查以创新可持续性和科学教育为重点的专业发展计划对小学生（8 - 11 岁）对可持续性的理解和态度的影响。调查结果表明，小学教师参与相关教学法的计划和实施为学生提供了机会：加深他们对关键可持续性问题和可能采取的潜在行动的理解；进一步培养对可持续性的积极态度，同时了解所面临挑战的严重程度；开始早期发展特定的可持续性能力。