References
- Anđić, D. (2020). Continuing professional development of teachers in education for sustainable development—Case study of the Republic of Croatia. Teacher Development, 24(2), 143–164. https://doi.org/10.1080/13664530.2020.1719877
- Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
- Berglund, T., & Gericke, N. (2022). Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions. Environmental Education Research, 28(3), 354–381. https://doi.org/10.1080/13504622.2021.1980501
- Berglund, T., Gericke, N., & Chang-Rundgren, S.-N. (2014). The implementation of education for sustainable development in Sweden: Investigating the sustainability consciousness among upper secondary students. Research in Science & Technological Education, 32(3), 318–339. https://doi.org/10.1080/02635143.2014.944493
- Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693–15717. https://doi.org/10.3390/su71115693
- Boeve-de Pauw, J., Olsson, D., Berglund, T., & Gericke, N. (2022). Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development. Environmental Education Research, 28(6), 867–885. https://doi.org/10.1080/13504622.2022.2042206
- Boeve-de Pauw, J., & Van Petegem, P. (2011). The effect of flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 33(11), 1513–1538. https://doi.org/10.1080/09500693.2010.540725
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- CASEL (2003). Safe and sound: An educational leader’s guide to evidence‐based social and emotional learning (SEL) programs. Collaborative for Academic, social and Emotional Learning. https://casel.org/wp‐content/uploads/2016/01/PDF‐16‐safe‐and‐sound.pdf
- Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750
- Cohen, D. K., & Mehta, J. D. (2017). Why reform sometimes succeeds: Understanding the conditions that produce reforms that last. American Educational Research Journal, 54(4), 644–690. https://doi.org/10.3102/0002831217700078
- Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the profession: Study measures status of professional development. Journal of Staff Development, 30(2), 42–67.
- De Sousa, R. (1987). The rationality of emotion. Bradford Book.
- Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
- Dewey, J. (1939/1988). Theory of valuation. Southern Illinois University.
- EcoSchools. (2021). Eco schools global. www.ecoschools.global
- Eilam, E., & Trop, T. (2010). ESD pedagogy: A guide for the perplexed. The Journal of Environmental Education, 42(1), 43–64. https://doi.org/10.1080/00958961003674665
- Elias, D. (1997). It’s time to change our minds: An introduction to transformative learning. ReVision, 20(1), 2–6.
- Evans, N., Whitehouse, H., & Gooch, M. (2012). Barriers, successes and enabling practices of education for sustainability in far north Queensland schools: A case study. The Journal of Environmental Education, 43(2), 121–138. https://doi.org/10.1080/00958964.2011.621995
- Ferreira, J.-A., Ryan, l., & Tilbury, D. (2007). Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional development models. Journal of Education for Teaching, 33(2), 225–239. https://doi.org/10.1080/02607470701259515
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
- Gericke, N., Manni, A., & Stagell, U. (2020). The green school movement in Sweden – past, present and future. In A. Gough, J. C. Lee & E. P. K. Tsang (Eds.), Green schools movements around the world: Stories of impact on education for sustainable development, (pp. 309–332). Springer. https://doi.org/10.1007/978-3-030-46820-0_17
- Gericke, N., & Torbjörnsson, T. (2022). Identifying capital for school improvement: Recommendations for a whole school approach to ESD implementation. Environmental Education Research, 28(6), 803–825. https://doi.org/10.1080/13504622.2022.2045256
- Giddings, B., Hopwood, B., & O’Brien, G. (2002). Environment, economy and society: Fitting them together into sustainable development. Sustainable Development, 10(4), 187–196. https://doi.org/10.1002/sd.199
- Henderson, K., Tilbury, D. (2004). Whole-School Approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government. http://kpe-kardits.kar.sch.gr/Aiforia/international_review2.pdf
- Jickling, B., & Wals, A. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21. https://doi.org/10.1080/00220270701684667
- Journal of Transformative Education. (2021). https://journals.sagepub.com/description/JTD
- Kennedy, M. (2016). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6–17. https://doi.org/10.1177/0022487115614617
- Kilbane, J. F. (2009). Factors in sustaining professional learning community. NASSP Bulletin, 93(3), 184–205. https://doi.org/10.1177/0192636509358923
- Kvale, S., & Brinkman, S. (2009). Den kvalitativa forskningsintervjun. Studentlitteratur.
- Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. https://doi.org/10.1177/0973408216661442
- Lyons Higgs, A., & McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The Journal of Environmental Education, 38(1), 39–53. https://doi.org/10.3200/JOEE.38.1.39-53
- Mazon, G., Pereira Ribeiro, J. M., Montenegro de Lima, C. R., Castro, B. C. G., & Guerra, J. (2020). The promotion of sustainable development in higher education institutions: Top-down bottom-up or neither? International Journal of Sustainability in Higher Education, 21(7), 1429–1450. https://doi.org/10.1108/IJSHE-02-2020-0061
- McKeown, R., & Hopkins, C. (2007). Moving beyond the EE and ESD disciplinary debate in formal education. Journal of Education for Sustainable Development, 1(1), 17–26. https://doi.org/10.1177/097340820700100107
- Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–34). Jossey-Bass.
- Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development—Anchoring the transformative perspective. Sustainability, 11(12), 3343. https://doi.org/10.3390/su11123343
- Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508–531. https://doi.org/10.1080/13504622.2018.1455074
- Müller, U., Hancock, D. R., Stricker, T., & Wang, C. (2021). Implementing ESD in schools: Perspectives of principals in Germany, Macau, and the USA. Sustainability, 13(17), 9823. https://doi.org/10.3390/su13179823
- Murphy, C., Smith, G., Mallon, B., & Redman, E. (2020). Teaching about sustainability through inquiry-based science in Irish primary classrooms: The impact of a professional development programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research, 26(8), 1112–1136. https://doi.org/10.1080/13504622.2020.1776843
- Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/10.1080/13504622.2011.637157
- Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited - A longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405–429. https://doi.org/10.1080/13504622.2022.2033170
- Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools – Assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176–202. https://doi.org/10.1080/13504622.2015.1005057
- Popova, A., Evans, D. K., Arancibia, V. (2016). Training Teachers on the Job: What Works and how to Measure it. Policy Research Working Paper No. 7834 World Bank. https://openknowledge.worldbank.org/handle/10986/25150
- Redman, E., Wiek, A., & Redman, A. (2018). Continuing professional development in sustainability education for K-12 teachers: Principles, programme, applications, outlook. Journal of Education for Sustainable Development, 12(1), 59–80. https://doi.org/10.1177/2455133318777182
- Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730
- Rudsberg, K., & Öhman, J. (2010). Pluralism in practice – Experiences from Swedish evaluation, school development and research. Environmental Education Research, 16(1), 95–111. https://doi.org/10.1080/13504620903504073
- Sande, M. C. E., Fekkes, M., Kocken, P. L., Diekstra, R. F. W., Reis, R., & Gravesteijn, C. (2019). Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review. Psychology in the Schools, 56(10), 1545–1567. https://doi.org/10.1002/pits.22307
- Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development: Nature, school and democracy. Studentlitteratur.
- Sandholtz, H. J., & Ringstaff, C. (2016). The influence of contextual factors on the sustainability of professional development outcomes. Journal of Science Teacher Education, 27(2), 205–226. https://doi.org/10.1007/s10972-016-9451-x
- Sass, W., Boeve-de Pauw, J., Olsson, D., Gericke, N., De Maeyer, S., & van Petegem, P. (2020). Redefining action competence: The case of sustainable development. The Journal of Environmental Education, 51(4), 292–305. https://doi.org/10.1080/00958964.2020.1765132
- Shulman, L. S., & Shulman, J. (2009). How and what teachers learn: A shifting perspective. Journal of Education, 189(1-2), 1–8. https://doi.org/10.1177/0022057409189001-202
- Skolverket (2011a). Curriculum for the upper secondary school. Skolverket. https://www.skolverket.se/publikationer?id=2975
- Skolverket (2011b). Curriculum, Compulsory school, Preschool class, Recreation centre, In English. Skolverket. https://www.skolverket.se/publikationer?id=2687
- Skolverket (2020). Hållbar Utveckling 7-9. Skolverket. https://www.skolverket.se/skolutveckling/inspiration-och-stod-i-arbetet/stod-i-arbetet/utmarkelsen-skola-for-hallbar-utveckling
- SNF (2018). Hållbar utveckling i skolan. Svenska Naturskyddsföreningen. https://www.naturskyddsforeningen.se/skola/ny-rapport-hallbar-utveckling-i-skolan
- Spinola, H. (2015). Environmental literacy comparison between students taught in eco-schools and ordinary schools in the Madeira Island region of Portugal. Science Education International, 26(3), 392–413.
- Starratt, R. J. (2005). Building an ethical school: A practical response to the moral crisis in schools. Routledge.
- Sterling, S. (2004). Sustainable education: Re-visioning learning and change. Schumacher Briefings no. 6. Green Books, Ltd.
- Stevenson, R. B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3-4), 277–290. https://doi.org/10.1080/13504620600799026
- Swedish Research Council. (2017). Good research practice. https://www.vr.se/english/analysis/reports/our-reports/2017-08-31-good-research-practice.html
- Timperley, H. (2010). Using evidence in the classroom for professional learning. Ontario Education Research Symposium, Ontario. https://cdn.auckland.ac.nz/assets/education/about/schools/tchldv/docs/Using%20Evidence%20in%20the%20Classroom%20for%20Professional%20Learning.pdf
- UNESCO. (2014). UNESCO roadmap for implementing the global action programme on education for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000230514
- UNESCO (2017). Education for sustainable development goals. Learning objectives. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf
- UNESCO. (2004). International implementation scheme, United Nations decade of education for sustainable development. 2005-2014. UNESCO. www.unesco.org/education
- Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198. https://doi.org/10.1177/097340820700100209
- Wiek, A., & Brundiers, K. (2011). Educating students in real-world sustainability research: Vision and implementation. Innovative Higher Education, 36(2), 107–124. https://doi.org/10.1007/s10755-010-9161-9
- Wiek, A., & Kay, B. (2015). Learning while transforming: Solution-oriented learning for urban sustainability in Phoenix, Arizona. Current Opinion in Environmental Sustainability, 16, 29–36. https://doi.org/10.1016/j.cosust.2015.07.001