Mónica Lourenço (CIDTFF) & Ana Isabel Andrade (CIDTFF) | Quality in Teaching and Teacher Education: International Perspectives from a Changing World, pp. 180–202
Abstract:
This chapter describes a case study conducted in 2021 with a group of twenty in-service teachers in Portugal who participated in an online professional development course titled ‘Education for sustainability: diversity, dialogue and inclusion’. The research aims to understand the impact of the course on teachers’ professional learning, focusing on changes related to their conceptualisations of education for sustainability and global citizenship (ESGC), their pedagogical repertoires, their understandings of the purposes of education and of the teacher’s role in a globalised and uncertain world, and their motivations and commitment to teach according to ESGC principles. The teachers’ individual written reflections were gathered at the end of the course and explored using content analysis. Findings suggest that the teachers developed clearer conceptualisations of ESGC, updated their pedagogical knowledge, and learned how to approach these topics in an interdisciplinary manner. They also gained confidence and motivation to teach ESGC in a more intentional and meaningful manner. The implications of this study for quality teaching and teacher education in uncertain times are discussed.
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Referência:
Lourenço, M. & Andrade, A. I. (2022). Educating for Sustainability and Global Citizenship in Uncertain Times: A Case Study with In-service Teachers in Portugal. In J. Madalinska-Michalak (Ed.), Quality in Teaching and Teacher Education: International Perspectives from a Changing World (pp. 180–202). https://doi.org/10.1163/9789004536609_010
