Literaturnachweis - Detailanzeige
| Autor/inn/en | Stones, Tina; Collacott, Mary; Christie, Beth |
|---|---|
| Institution | University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) |
| Titel | Developing a Whole Campus Approach to Learning for Sustainability: Challenges and Opportunities for Embedding and Sustaining Change. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 4 |
| Quelle | (2022), (29 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-9996852-8-7 |
| Schlagwörter | Foreign Countries; Sustainability; Elementary Secondary Education; Faculty Development; Professional Continuing Education; Leadership; Collegiality; Transformative Learning; Teacher Collaboration; Principals; Administrator Attitudes; Organizational Change; United Kingdom (Scotland) |
| Abstract | Learning for Sustainability (LfS) is a key component of Scottish Education. However, policy interpretation and enactment is a complicated process and there can often be a difference between policy intentions and implementation. The following research explores how one campus (for pupils aged 2-18) in Scotland undertook a year-long all staff career long professional learning programme (CLPL) to develop a whole campus approach to Learning for Sustainability. The aim of this research project was to better understand the implications (opportunities and challenges) at a whole school / campus and teacher level when developing a whole school / campus approach to Learning for Sustainability. Three semi-structured interviews were carried out, with focus groups made up of a small group of teaching staff, members of the senior management team, as well as a follow up interview with the head teacher. A theoretical thematic analysis was used to identify themes from the data and applied to further explore the emergence of these elements from the CLPL discussion forums including contributions from all participating staff members. The three main themes identified were: collaboration and collegiality; processes of change; and attitudes to learning and to change. The study revealed a tension between the need for both teachers and management to have an identified person 'leading' the agenda, and the need for that agenda to develop in a culture of collegiately and shared responsibility. There was also an interesting contrast between deep and shallow learning for both teachers and managers. The study also provided useful learning for other organisations leading the agenda for change, which can be summarised into three key recommendations: (1) Organisational leaders should engage with suitable learning prior to developing a leadership of change model for their organisation, which includes a distributed model of leadership; (2) Methods of professional learning for all practitioners should include an engagement with reflective activities, which enables them to access deeper and more transformational learning; and (3) Large organisations should work with community-led groups and be sensitive to local contexts to establish a vision, which clearly articulates the imperative is the responsibility of all. (As Provided). |
| Anmerkungen | Development Education Research Centre. UCL Institute of Education, 33 Bedford Place, London WC1B 5JU. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/development-education-research-centre |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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