Leading professional learning for sustainability in geography education through curriculum design
Leading professional learning for sustainability in geography education through curriculum design
Purpose: International and national education policy identifies the need for young people to develop knowledge and understanding of sustainability and to use this knowledge for positive action. This paper reflects on a larger curriculum investigation project that used the Curriculum Design Coherence (CDC) Model with in-service teachers as a professional learning framework to engage their learners with sustainability in geography education. This paper outlines the diffractive insights of two teacher educators, making sense of our contribution to the project in order to explicitly discern our roles. Design/methodology/approach: Our enquiry is situated within the participatory paradigm in which we recognise the roles of teachers and teacher educators are entangled in the co-production of knowledge. Findings: We find that curriculum design, with its focus on disciplinary knowledge is an important aspect of curriculum coherence in relation to the concept of sustainability. Significantly informed collaboration between teachers and teacher-educators enriches professional learning through engagement with both research materials and conceptually informed dialogues. Practical implications: We conclude that more research on the role of teacher knowledge with practitioners, is needed to enable professional empowerment so that in turn young people can become informed and critical citizens. Originality/value: This paper draws on a posthumanist philosophy and a diffractive methodology to make explicit the epistemic role of the teacher educator in a climate change and sustainability education project.
collaborative professionalism, curriculum design, epistemic coherence, professional judgement, sustainability
Rawlings Smith, Emma
587730f7-d234-4421-8dc9-48e1705b5a92
Swift, Diane
a8606e1f-37c2-4c2f-ac9a-99d8294de018
23 December 2024
Rawlings Smith, Emma
587730f7-d234-4421-8dc9-48e1705b5a92
Swift, Diane
a8606e1f-37c2-4c2f-ac9a-99d8294de018
Rawlings Smith, Emma and Swift, Diane
(2024)
Leading professional learning for sustainability in geography education through curriculum design.
Journal of Professional Capital and Community.
(doi:10.1108/JPCC-12-2023-0092).
Abstract
Purpose: International and national education policy identifies the need for young people to develop knowledge and understanding of sustainability and to use this knowledge for positive action. This paper reflects on a larger curriculum investigation project that used the Curriculum Design Coherence (CDC) Model with in-service teachers as a professional learning framework to engage their learners with sustainability in geography education. This paper outlines the diffractive insights of two teacher educators, making sense of our contribution to the project in order to explicitly discern our roles. Design/methodology/approach: Our enquiry is situated within the participatory paradigm in which we recognise the roles of teachers and teacher educators are entangled in the co-production of knowledge. Findings: We find that curriculum design, with its focus on disciplinary knowledge is an important aspect of curriculum coherence in relation to the concept of sustainability. Significantly informed collaboration between teachers and teacher-educators enriches professional learning through engagement with both research materials and conceptually informed dialogues. Practical implications: We conclude that more research on the role of teacher knowledge with practitioners, is needed to enable professional empowerment so that in turn young people can become informed and critical citizens. Originality/value: This paper draws on a posthumanist philosophy and a diffractive methodology to make explicit the epistemic role of the teacher educator in a climate change and sustainability education project.
Text
Swift and Rawlings Smith Accepted Manuscript
- Accepted Manuscript
More information
Accepted/In Press date: 5 November 2024
Published date: 23 December 2024
Additional Information:
Publisher Copyright:
© 2024, Emerald Publishing Limited.
Keywords:
collaborative professionalism, curriculum design, epistemic coherence, professional judgement, sustainability
Identifiers
Local EPrints ID: 497012
URI: http://eprints.soton.ac.uk/id/eprint/497012
ISSN: 2056-9548
PURE UUID: d91c0a91-6bf2-455a-9f7b-49105f75bb8b
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Date deposited: 14 Jan 2025 17:52
Last modified: 16 Jan 2025 03:14
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Contributors
Author:
Emma Rawlings Smith
Author:
Diane Swift
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