Continued implementation of conventional professional development strategies will likely fall short of the innovations needed to prepare teachers to fully engage in and implement environmental and sustainability education. The Rivers2Lake education program based in Superior, Wisconsin, USA illustrates a transformational approach to teacher professional development. We examine the program as a working example of three UNESCO learning processes that have been identified as aligning with and contributing to education for sustainability (Tilbury, 2011): collaboration and dialogue; engaging the whole system; and active and participatory learning. Through a review of these processes, the article offers considerations for innovating teacher professional learning for environmental and sustainability education. Key recommendations include shifting from isolated professional development events to ongoing professional learning as well as further investigation of the specific mechanisms that drive each of the UNESCO learning processes.
Continue ReadingSince its founding, the Center for Ecoliteracy, where Zenobia Barlow is executive director and Michael Stone is senior editor, has supported and advanced education for sustainable living in K–12 schools. One of our particular concerns has been leadership and systemic institutional change. We have sought to understand both how schools can themselves change and how […]
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