Exploring the role of intentions and expectations in continuing professional development in sustainability education

Carlos R. Casanova; Jordan A. King; Daniel Fischer

doi:10.1016/j.tate.2023.104115

Exploring the role of intentions and expectations in continuing professional development in sustainability education

Carlos R. Casanova^*
, Jordan A. King
, Daniel Fischer

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

9 Zitate (Scopus)

Abstract

As teachers become increasingly positioned as change agents in educational and social transformation, they need continuing professional development (CPD) to support their transition to this new role. Recent innovations in the objectives and processes of CPD programs have responded to this need, but less work has focused on program evaluation. This paper presents the development and application of an evaluation framework within a CPD program in sustainability education. The results demonstrate the value of the framework for investigating how the intentions and expectations of participants and instructors shape experiences and outcomes of CPD programs.

Originalsprache	Englisch
Aufsatznummer	104115
Zeitschrift	Teaching and Teacher Education
Jahrgang	128
Seitenumfang	13
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2023.104115
Publikationsstatus	Erschienen - 01.07.2023

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Funding Information:
This work was supported by the Rob & Melani Walton Sustainability Solutions Service.

Publisher Copyright:
© 2023

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abstract = "As teachers become increasingly positioned as change agents in educational and social transformation, they need continuing professional development (CPD) to support their transition to this new role. Recent innovations in the objectives and processes of CPD programs have responded to this need, but less work has focused on program evaluation. This paper presents the development and application of an evaluation framework within a CPD program in sustainability education. The results demonstrate the value of the framework for investigating how the intentions and expectations of participants and instructors shape experiences and outcomes of CPD programs.",

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AU - King, Jordan A.

AU - Fischer, Daniel

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N2 - As teachers become increasingly positioned as change agents in educational and social transformation, they need continuing professional development (CPD) to support their transition to this new role. Recent innovations in the objectives and processes of CPD programs have responded to this need, but less work has focused on program evaluation. This paper presents the development and application of an evaluation framework within a CPD program in sustainability education. The results demonstrate the value of the framework for investigating how the intentions and expectations of participants and instructors shape experiences and outcomes of CPD programs.

AB - As teachers become increasingly positioned as change agents in educational and social transformation, they need continuing professional development (CPD) to support their transition to this new role. Recent innovations in the objectives and processes of CPD programs have responded to this need, but less work has focused on program evaluation. This paper presents the development and application of an evaluation framework within a CPD program in sustainability education. The results demonstrate the value of the framework for investigating how the intentions and expectations of participants and instructors shape experiences and outcomes of CPD programs.

KW - Evaluation research

KW - Program evaluation

KW - Social learning

KW - Sustainability education

KW - Teacher professional development

KW - Sustainability education

UR - https://www.scopus.com/pages/publications/85151348012

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VL - 128

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Exploring the role of intentions and expectations in continuing professional development in sustainability education

Abstract

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