The influence of a teachers’ professional development programme on primary school pupils’ understanding of and attitudes towards sustainability

Abstract

Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve pupil learning as well as transform teachers’ classroom practice. This paper utilises a mixed-methods design to investigate the influence of an innovative sustainability and science education focused programme of professional development, on primary pupils’ (ages 8 − 11 years) understanding of and attitudes towards sustainability. The findings reveal that primary teachers’ participation in the programme and implementation of the associated pedagogies afforded pupils the opportunity to: deepen their understanding of key sustainability issues and the potential actions that may be undertaken; further develop positive attitudes towards sustainability albeit alongside understanding the magnitude of the challenge that presents; begin the early development of particular sustainability competencies.

Keywords:

• Science education
• education for sustainable development
• professional development
• primary school
• children

Disclosure statement

No potential conflict of interest was reported by the authors.

Acknowledgements

We would like to thank Dr Erin Redman, Dr Matthias Barth and Dr Yasmany Mancilla Mendez for their work on the design of the overall programme framework and the development and piloting of the research instruments. Finally, we would like to thank our colleague Ms Samantha Fahy for contributing to the development and implementation of the CPD programme in Ireland.

Additional information

Notes on contributors

Clíona Murphy

Dr Cliona Murphy is an Associate Professor in Science Education at the Institute of Education, Dublin City University. She has conducted and published research and developed educational resources in the areas of Nature of Science, Inquiry- Based Science Education, Education for Sustainability and Climate Change Education. Dr. Murphy has collaborated in a number of National and International research projects in STEM Education, Education for Sustainable Development and Climate Change Education.

ORCID ID: 0000-0002-6251-5785

Benjamin Mallon

Benjamin Mallon is Assistant Professor in Geography and Citizenship Education in the School of STEM Education, Innovation & Global Studies in the Institute of Education, Dublin City University. He researches and teaches in the area of Global Citizenship Education and Education for Sustainable Development, with a particular focus on pedagogical approaches which address conflict, challenge violence and support the development of peaceful societies.

ORCID ID: 0000-0002-8764-9712

Greg Smith

Greg Smith is an Assistant Professor in Science Education and works in the area of Initial Teacher Education (ITE) and Continuing Professional Development (CPD). At present his main work focuses on the research, development and facilitation of ITE and continuing professional development courses in science education. He has carried out and published research in the areas of continuing professional development, teaching and learning in primary science, Inquiry Based Science Education and education for sustainable development.

ORCID ID: 0000-0003-3630-5810

Orla Kelly

Orla Kelly is an Associate Professor in Social, Environmental and Scientific Education in Dublin City University. Her main teaching responsibilities are for science education and local studies on the BEd and PME primary programmes. She has research expertise and a strong publication record in the area of science education, including creativity in primary science and education for sustainability through science, and outdoor learning.

ORCID ID: 0000-0001-9139-7792

Vasiliki Pitsia

Vasiliki Pitsia is a Ph.D. candidate in the School of Policy & Practice in the Institute of Education, Dublin City University and holds an M.Sc. in quantitative methods and statistical analysis in education from Queen’s University Belfast. Alongside her studies, she is involved in a number of research projects and is a part-time lecturer in research methodology and advanced statistical techniques in Ireland and Greece. Her broader research interests include research methods, educational assessment, statistical analysis and large-scale studies.

ORCID ID: 0000-0002-8172-0397

Gabriela Martinez Sainz

Gabriela Martinez Sainz is an Ad Astra Fellow and Assistant Professor in Education at University College Dublin researching and teaching on children’s rights, global citizenship and education for sustainable development. Her overarching research interest is understanding how key elements essential for global, plural and sustainable societies –such as sustainability, human rights and citizenship– are taught and learnt. Her latest research focuses on the teaching and learning processes of the target 4.7 of the SDGs in digital spaces to better understand the role technologies can play in development education.

ORCID ID: 0000-0002-9886-5410