Social learning in teacher professional development for
environmental and sustainability education

J 2025

Social learning in teacher professional development for environmental and sustainability education

ČINČERA, Jan; Daphne GOLDMAN a Tereza VÁLKOVÁ

Základní údaje

Originální název

Social learning in teacher professional development for environmental and sustainability education

Autoři

ČINČERA, Jan; Daphne GOLDMAN a Tereza VÁLKOVÁ

Vydání

Teacher Development, Abingdon, Routledge Journals, Taylor & Francis, 2025, 1366-4530

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 1.100 v roce 2024

Organizační jednotka

Fakulta sociálních studií

DOI

https://doi.org/10.1080/13664530.2025.2490735

UT WoS

001469037200001

EID Scopus

2-s2.0-105003014317

Klíčová slova anglicky

Teacher professional development; environmental and sustainability education; transformative learning; social learning; organizational learning

Štítky

online first

Změněno: 27. 5. 2025 13:44, Mgr. Blanka Farkašová

Anotace

V originále

This article presents an analysis of an innovative teacher professional development (TPD) program implemented in the Czech Republic, designed to facilitate transformative social learning. The analysis draws from qualitative data gathered from 87 participating in-service teachers from elementary schools, 24 internal mentors, 9 consultants, and 4 project managers. Data were collected through interviews, focus groups, and questionnaires administered at various stages of the two-year program and thematically analyzed. The analysis confirms the program’s success in fostering a transformative social learning process, which had a positive impact on the competence of the participants and initiated organizational learning within the participating institutions. Additionally, the findings highlight potential areas for improvement, including the need for increased support from school management, strategies to reduce resistance from uninvolved peers, and the strengthening of competencies related to facilitating transformative learning processes.

Návaznosti

MUNI/A/1460/2021, interní kód MU

Název: Výzvy udržitelné společnosti optikou humanitních a sociálních věd (Akronym: UDROP)

Investor: Masarykova univerzita, Výzvy udržitelné společnosti optikou humanitních a sociálních věd

Citovat

ČINČERA, Jan; Daphne GOLDMAN a Tereza VÁLKOVÁ. Social learning in teacher professional development for environmental and sustainability education. Teacher Development. Abingdon: Routledge Journals, Taylor & Francis, 2025. ISSN 1366-4530. Dostupné z: https://doi.org/10.1080/13664530.2025.2490735.

@article{2492360,
   author = {Činčera, Jan and Goldman, Daphne and Válková, Tereza},
   article_location = {Abingdon},
   doi = {https://doi.org/10.1080/13664530.2025.2490735},
   keywords = {Teacher professional development; environmental and sustainability education; transformative learning; social learning; organizational learning},
   language = {eng},
   issn = {1366-4530},
   journal = {Teacher Development},
   title = {Social learning in teacher professional development for environmental and sustainability education},
   url = {https://www.tandfonline.com/doi/full/10.1080/13664530.2025.2490735},
   year = {2025}
}

TY  - JOUR
ID  - 2492360
AU  - Činčera, Jan - Goldman, Daphne - Válková, Tereza
PY  - 2025
TI  - Social learning in teacher professional development for environmental and sustainability education
JF  - Teacher Development
PB  - Routledge Journals, Taylor & Francis
SN  - 13664530
KW  - Teacher professional development
KW  - environmental and sustainability education
KW  - transformative learning
KW  - social learning
KW  - organizational learning
UR  - https://www.tandfonline.com/doi/full/10.1080/13664530.2025.2490735
N2  - This article presents an analysis of an innovative teacher professional development (TPD) program implemented in the Czech Republic, designed to facilitate transformative social learning. The analysis draws from qualitative data gathered from 87 participating in-service teachers from elementary schools, 24 internal mentors, 9 consultants, and 4 project managers. Data were collected through interviews, focus groups, and questionnaires administered at various stages of the two-year program and thematically analyzed. The analysis confirms the program’s success in fostering a transformative social learning process, which had a positive impact on the competence of the participants and initiated organizational learning within the participating institutions. Additionally, the findings highlight potential areas for improvement, including the need for increased support from school management, strategies to reduce resistance from uninvolved peers, and the strengthening of competencies related to facilitating transformative learning processes.
ER  -

ČINČERA, Jan; Daphne GOLDMAN a Tereza VÁLKOVÁ. Social learning in teacher professional development for environmental and sustainability education. \textit{Teacher Development}. Abingdon: Routledge Journals, Taylor \&{} Francis, 2025. ISSN~1366-4530. Dostupné z: https://doi.org/10.1080/13664530.2025.2490735.

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