Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Environmental Education Pub Date : 2022-07-25 DOI:10.1080/00958964.2022.2102565
N. Gericke, Tomas Torbjörnsson
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引用次数: 7

Abstract

Abstract This article centers on a local school reform project aimed at implementing a transformative approach to Education for Sustainable Development (ESD). The study investigates the project in terms of how the design criteria of a continuous professional development program and critical factors of the implementation process influenced the actual teaching practices. Data were collected through interviews with 15 teachers from five schools, and a thematic analysis was conducted. The results showed that the local school reform had limited effect. Trust between school actors, strategic management, and reflexive collaboration appeared to be the most important enablers of transferring the reform agenda into teaching practice. Skepticism, ambiguous management, and local contexts were identified as obstacles, hampering the intended change. A concluding recommendation for implementing transformation oriented ESD through local school reforms and professional development is to add a novel and threefold design criterion to the existing criteria, namely that of creating and continuously negotiating a shared vision and building trust.
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支持地方学校改革,实现教育促进可持续发展:需要创造并持续协商共同愿景和建立信任
摘要本文以一个地方学校改革项目为中心,旨在实施可持续发展教育(ESD)的变革方法。本研究从持续专业发展计划的设计标准和实施过程的关键因素如何影响实际教学实践的角度调查了该项目。数据是通过采访来自五所学校的15名教师收集的,并进行了主题分析。结果表明,地方学校改革效果有限。学校行为者之间的信任、战略管理和反射性合作似乎是将改革议程转化为教学实践的最重要推动者。怀疑论、模糊的管理和当地环境被认为是阻碍预期变革的障碍。关于通过地方学校改革和专业发展实施以转型为导向的可持续发展教育的一项结论性建议是,在现有标准的基础上增加一个新颖的三重设计标准,即创造和持续谈判共同愿景和建立信任。
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来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
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