Interdisciplinary Journal of Environmental and Science Education

International Scaling of Sustainability Continuing Professional Development for In-Service Teachers
Erin Redman 1 * , Cliona Murphy 2, Yasmany Mancilla 3, Ben Mallon 2, Lydia Kater-Wettstaedt 4, Matthias Barth 4, Gabriela Ortiz-Martínez 3, Greg Smith 2, Orla Kelly 2
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1 University of Wisconsin-Stevens Point, UNITED STATES
2 Dublin City University, IRELAND
3 Tecnologico de Monterrey, MEXICO
4 Leuphana University Lüneburg, GERMANY
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2021 - Volume 17 Issue 3, Article No: e2243
https://doi.org/10.21601/ijese/10936

Published Online: 27 May 2021

Views: 323 | Downloads: 87

How to cite this article
APA 6th edition
In-text citation: (Redman et al., 2021)
Reference: Redman, E., Murphy, C., Mancilla, Y., Mallon, B., Kater-Wettstaedt, L., Barth, M., . . . Kelly, O. (2021). International Scaling of Sustainability Continuing Professional Development for In-Service Teachers. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2243. https://doi.org/10.21601/ijese/10936
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Redman E, Murphy C, Mancilla Y, Mallon B, Kater-Wettstaedt L, Barth M, et al. International Scaling of Sustainability Continuing Professional Development for In-Service Teachers. INTERDISCIPLINARY J ENV SCI ED. 2021;17(3):e2243. https://doi.org/10.21601/ijese/10936
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Redman E, Murphy C, Mancilla Y, et al. International Scaling of Sustainability Continuing Professional Development for In-Service Teachers. INTERDISCIPLINARY J ENV SCI ED. 2021;17(3), e2243. https://doi.org/10.21601/ijese/10936
Chicago
In-text citation: (Redman et al., 2021)
Reference: Redman, Erin, Cliona Murphy, Yasmany Mancilla, Ben Mallon, Lydia Kater-Wettstaedt, Matthias Barth, Gabriela Ortiz-Martínez, Greg Smith, and Orla Kelly. "International Scaling of Sustainability Continuing Professional Development for In-Service Teachers". Interdisciplinary Journal of Environmental and Science Education 2021 17 no. 3 (2021): e2243. https://doi.org/10.21601/ijese/10936
Harvard
In-text citation: (Redman et al., 2021)
Reference: Redman, E., Murphy, C., Mancilla, Y., Mallon, B., Kater-Wettstaedt, L., Barth, M., . . . Kelly, O. (2021). International Scaling of Sustainability Continuing Professional Development for In-Service Teachers. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2243. https://doi.org/10.21601/ijese/10936
MLA
In-text citation: (Redman et al., 2021)
Reference: Redman, Erin et al. "International Scaling of Sustainability Continuing Professional Development for In-Service Teachers". Interdisciplinary Journal of Environmental and Science Education, vol. 17, no. 3, 2021, e2243. https://doi.org/10.21601/ijese/10936
ABSTRACT
Continuing professional development (CPD) offers a strong opportunity to transform schools quickly enough to support today’s students in developing the capacity to address urgently needed sustainability solutions. While there have been some efforts in these directions, so far attempts have not been made to demonstrate whether these approaches to sustainability CPD can be scaled up internationally to the level necessary to meet the need to integrate sustainability across subjects and grade levels. Through this multi-national collaboration, we shared a model and implemented it across three very different contexts. The results of this two year project are reported and the important contextual factors for the competence development of teachers are identified. The model utilized here demonstrated success despite significant barriers at each implementation site. We identify three universal features that will create transformative sustainability CPDs: 1) Sufficient contact hours 2) Solutions not problems and 3) Competencies not content.
KEYWORDS
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