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Abstract
By 2010 all educators in the English lifelong learning sector were expected to embed ‘education for sustainable development’ to support their learners in becoming sustainable citizens. The teacher training team at a college in southwest England used a ‘cooperative inquiry’ approach to develop themselves and their curriculum, to support their trainee teachers in achieving this. The participative nature of a cooperative inquiry made it an authentic methodology for a values-driven research project. It encouraged a sense of community within the team that extended into their practice as they engaged trainee teachers with this subject. Highlighting key aspects of the cooperative inquiry process, this paper provides an account of the team’s journey, considering challenges such as time/institutional restructuring and successes, where students began to embrace education for sustainable development. Actively reflecting upon and sharing these experiences served to empower the team, leading to informed changes in their practice and behaviour.
Acknowledgements
The authors are particularly grateful to Denise’s co-researchers and co-subjects in this inquiry, Johanna Wright, Dianne Dowling, Chris Savory and Ros Spain. Jo Matthews, who was then Deputy Principal of the College, provided the inspiration to start this project and helpful thoughts and ideas to progress it. This research was funded by a Teaching Fellowship from HELP CETL and a Research Fellowship from the Centre for Sustainable Futures, two Centres for Excellence in Teaching and Learning at the University of Plymouth, as well as Somerset College and latterly the Peninsula Centre for Excellence in Teacher Training at the University of Plymouth.
Notes
1. Ofsted is the regulation and inspection body for all teacher training in the United Kingdom.