Publication details
Social learning in teacher professional development for environmental and sustainability education
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | Teacher Development |
| MU Faculty or unit | |
| Citation | |
| web | https://www.tandfonline.com/doi/full/10.1080/13664530.2025.2490735 |
| Doi | https://doi.org/10.1080/13664530.2025.2490735 |
| Keywords | Teacher professional development; environmental and sustainability education; transformative learning; social learning; organizational learning |
| Description | This article presents an analysis of an innovative teacher professional development (TPD) program implemented in the Czech Republic, designed to facilitate transformative social learning. The analysis draws from qualitative data gathered from 87 participating in-service teachers from elementary schools, 24 internal mentors, 9 consultants, and 4 project managers. Data were collected through interviews, focus groups, and questionnaires administered at various stages of the two-year program and thematically analyzed. The analysis confirms the program’s success in fostering a transformative social learning process, which had a positive impact on the competence of the participants and initiated organizational learning within the participating institutions. Additionally, the findings highlight potential areas for improvement, including the need for increased support from school management, strategies to reduce resistance from uninvolved peers, and the strengthening of competencies related to facilitating transformative learning processes. |
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