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

Educational Leadership and Innovation, Division of

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

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.

Original language	English (US)
Article number	104115
Journal	Teaching and Teacher Education
Volume	128
DOIs	https://doi.org/10.1016/j.tate.2023.104115
State	Published - Jul 2023

Keywords

Evaluation research
Program evaluation
Social learning
Sustainability education
Teacher professional development

ASJC Scopus subject areas

Education

Access to Document

10.1016/j.tate.2023.104115

Cite this

@article{b70284192f2a4f709ed51d438e30dd05,

title = "Exploring the role of intentions and expectations in continuing professional development in sustainability education",

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.",

keywords = "Evaluation research, Program evaluation, Social learning, Sustainability education, Teacher professional development",

author = "Casanova, {Carlos R.} and King, {Jordan A.} and Daniel Fischer",

note = "Funding Information: This work was supported by the Rob & Melani Walton Sustainability Solutions Service. Publisher Copyright: {\textcopyright} 2023",

year = "2023",

month = jul,

doi = "10.1016/j.tate.2023.104115",

language = "English (US)",

volume = "128",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Exploring the role of intentions and expectations in continuing professional development in sustainability education

AU - Casanova, Carlos R.

AU - King, Jordan A.

AU - Fischer, Daniel

PY - 2023/7

Y1 - 2023/7

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

UR - http://www.scopus.com/inward/record.url?scp=85151348012&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85151348012&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2023.104115

DO - 10.1016/j.tate.2023.104115

M3 - Article

AN - SCOPUS:85151348012

SN - 0742-051X

VL - 128

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 104115

ER -

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

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this