What is the best model to support FE staff to embody ESD in their teaching practice? RQ: What do FE practitioners percieve as the most helpful forms of CPD for embedding sustainability into their practice?
da Jennifer Willis
1. Research Paradigm
1.1. **Ontological (researcher's worldview) perspective: constructivism** A position that asserts that social phenomena and their meanings are continually being accomplished by social actors. It implies social phenomena and categories are not only produced through social interaction but that they are in of revision"
1.2. **Axiology** balanced
1.3. **Methodology** naturalist
1.4. **Epistemology (knowlege gathering process: interpretivism** predicated upon the view that a strategy is required that respects the differences between people and the objects of the natural sciences and therefore requires the social scientist to grasp the subjective meaning of social action"
1.4.1. Reality is a social construct. our interpretations and subjective understandings of the world guide our beliefs, understandings, conduct, and actions
2. Research method - Action Research
2.1. The term 'action research' has been used to describe a range of approaches from positivist to transformative and it is the prevailing positivist western world view, which separates the knower from the known, the intellect from experience and humanity from the natural world, that Reason (1998) argues may have influenced the current ecological damage. Given this, he recommends a move toweards a participatory world view, in which the political, epistemological, ecological and spiritual dimensions of participation encourage new ways of thinking and new forms of practice. Approaches such as co-operative enquiry encourage us to develop equitable and sustainable relationships as we work togheter and formulate practical solutions to address common concerns.
2.2. Action research is "an attitude of inquiry [which] incorporates curiosity, a willingness to explore and articulate purposes, being willing to work with the idea that your own view may not be right or definitive, a willingness to explore oneself as a participant alongside others, and a scanning attention to potentially disconfirming evidnece from a wide variety of sources."
3. Research method - Focus Group
3.1. Interviews involve a one-to- one, qualitative and in-depth discussion where the researcher adopts the role of an “investigator.” This implies the researcher asks questions, controls the dynamics of the discussion, or engages in dialogue with a specific individual at a time. In contrast, in a focus group discussion, researchers adopt the role of a “facilitator” or a “moderator.” In this setting, the researcher facilitates or moderates a group discussion between participants and not between the researcher and the participants. Unlike interviews, the researcher thereby takes a peripheral, rather than a centre-stage role in a focus group discussion
3.2. Steps: 1 Reserach aim/objectives/question(s) come up with schedule/guidance for discussion. Ethics clearance. Organise logisitics. Step 2: During meeting, introduce (self, consent, confidentiality, ground rules) discuss (probe, pause, reflect, observe non-verbal cues), conclude (acknowledge). Step 3 Analysis (coding, content/thematic analysis)
3.3. Homogenity of participants pro or con? Consequently, Krueger (1994) suggests that participants should share similar characteristics such as gender, age range, ethnic and social class background. However, homogeneity is challenged by some researchers since unfamiliar participants can give honest and spontaneous views and can overcome pre-existing relationships and patterns of leadership in the group (Thomas et al., 1995)
3.4. Purposive sampling is widely recommended since focus group discussion relies on the ability and capacity of participants to provide relevant information (Morgan, 1988)
3.5. The most compelling reason for using focus group discussion is the need to generate discussion or debate about a research topic that requires collective views and the meanings that lie behind those views (including their experiences and beliefs)
3.6. focus group discussion offers an opportunity to explore issues that are not well understood or where there is little prior research on the topic (e.g. 239). This is because, focus group discussion builds on the group dynamics to explore the issues in context, depth and detail, freely without imposing a conceptual framework compared with a structured individual interview
3.7. Potential biases from group discussions: It is subject to the biases which are commonly encountered in any group setting. These include dominance effect (a dominant individual shapes the discussion), halo effect (the perceived status of a group member influences the discussion), groupthink (the members in a group tend to think similarly to maintain group cohesion) among several others (Mukherjee et al., 2015).
3.8. A focus group is a form of qualitative research, in which a group of (usually homogenous) people are asked about their perceptions, opinions, beliefs, and attitudes towards a product, service, concept, advertisement, idea, or packaging.
3.9. Participants for a focus group discussion session are selected in a manner that they have certain characteristics in common (such as socioeconomic status, demographics, and lifestyle factors) that relate to the main issue/topic under consideration for the focus group. the moderator responsible for establishing a connection with the participants, probing for stimulating and extracting key insights, and keeping the discussion moving forward
3.10. Focus groups in social science research are used to gain an in-depth understanding of the participants’ meanings, perceptions, and interpretations.
3.11. • Introduction or ice-breaking section: starts with the moderator greeting the participants, introducing him/herself, presenting the general issue under discussion, and asking the participants to introduce themselves. • Introductory questions: are also often called warm-up questions and these set the tone of discussion and help participants get over their uneasiness. • Transition questions: move the session from the introductory phase to the specific topic of interest to be researched. These questions are important as they set the tone and direction of the group discussion and also make people understand the specific issues that they will be talking about throughout the discussion session. • In-depth questions: located in the middle of the discussion guide, these require participants to express their viewpoints and opinions towards the issues that are being discussed. The core purpose of the FGDs is answered in this section. • Closure: these are the final questions (usually one or two) that create an oppor-tunity for participants to clarify positions they made earlier in the discussion. The moderator finally thanks the participants and requests comments/feedback on the session.
3.12. **Pros** Unconventional and unanticipated ideas are more likely to materialize and be expressed in a group discussion than in an individual interview.
3.13. **Cons** Focus group data tend to be chaotic and messy. The unstructured nature of the responses makes coding, data analysis, and interpretation difficult. Care should be taken to remember that focus group results are not representative of the general population due to small sample sizes and heterogeneity of the population and hence cannot be generalized or projected onto a larger population.
3.14. **Pros** Focus groups can raise awareness of the research topic, and engage participants who otherwise holdy cynicism or hostility towards the reserach topic. A relatively inexpensive, flexible and efficient mehtod of collecting a large amount of qualitative data. Are able to reveal consistent or conflicting views within what the group considers the most important topics. Can be an enjoyable experience for the participants. Empower participants to offer comments in thier own words, we well as being stimulated by thoughts and comments of others in the group. Focus groups are more inclusive than questionnaires or surveys, and contributions can be encouraged from people who may not normally contribute or have the opportunity to contribute to surveys.
3.15. **Cons** To ensure equal participant contribution, only a small number of questions should be asked, typically fwer than ten within one hour. Considerable expertise is required to facilitate focus groups, particularly in order to ensure equal contribution of participants, and to avoid group dominance, conflict and biased or extreme views. Participants may feel reluctant to contribute due to confidentiality issues within the group. The results reflect the views of the group participants only and must not be generalised or assumed to represent the views of the wider sector.
4. Thinking environment
5. Data Analysis
5.1. Qualitative data analysis has five stages. The first stage is when you see what is in each interview transcript and identify important concepts. In the second stage, you compare the concepts and identify a few important themes. In the third stage, you review your initial analysis by going back to the original texts and ensuring your concepts and themes are truthful for your data. The fourth stage involves turning your analysis into robust findings. The final stage is to write up your findings. You must be methodological and systematic to produce trustworthy findings, so you cannot hurry the analysis process.
5.2. Initial Coding (maybe 30 codes?). Concept map of these codes/table of codes. Relate to Research Question. Higher level codes. Verify these codes by returning to the data - are they representative? Merge and interpret the findings. Write up
6. Why ESD in FE is important
6.1. ...the distinctive and powerful role that FE colleges have in the advancement of ESD through their unique position relative to local business, industrial and service sectors and equally importantly, the wider social community. As a result, colleges act as genuine interfaces between the theoretical and academic and the practical and applied, both within and beyond the institution.
6.2. Certainly, any search through publications on ESD in mainstreatm education settings almost inevidably probides a review of initiatives and research in schools and universities and yet initiatives in FE seem to be significantly less well represented.
6.3. Most mainstream education sustains unsustainability - through uncritically reproducing norms, by fragmenting understanding, by sieving winners and losers, by recognising only a narrow part of the spectrum of human ability to explore alternatives, by rewarding dependency and conformity.
6.3.1. My thought - FE can be different because so often we are working with learners who have been sieved and found to be losers, who have not been welcomed by mainstream education. They are already rejected by the status-quo and so are primed for something new
6.4. As Dawe, Jucker, and Martin (2005) recognise, to encourage the transformation necessary for ESD, it must be embedded within the curriculum.
6.5. University academics depend on research activity to develop their scholarly reputation, and this is part of their role; whereas practitioners in FE often have other more pressing priorities, leaving limited time for them to engage with research (Mason 2009; Turner et al. 2009).
6.6. Greta Thunberg and the Fridays-For-Climate movement exemplify how many young people consider that school is failing to give them an adequate understanding of climate change, the environment, and how to live, work, and act more sustainably.
6.7. It makes sense to introduce sustainable development into the curriculum to provide learners with the knowledge, skills and values that are needed to mitigate the effects of climate change. Students in FE need to be aware of and understand issues around sustainability, which are already important in the workplace, but will increasingly be so in the future. Students with the skills and competences gained through education in sustainability will have increased employ‑ ment prospects and greater potential for career progression. Additionally, colleges have an important role to play in supporting local businesses and the wider community in their journey towards a more sustainable way of living
6.8. FE is the pipeline for the workforce of many industries, employers and sectors which have a critical role to play in sustainable development, including construction, manufacturing, agricul‑ ture, catering and transport. The sector reaches millions of learners from all walks of life. It employs over 100,000 staff and reaches communities in every town and city in the country. Imagine if everyone in the FE community – staff, learners, partners – had the knowledge, skills, attributes and agency required to be part of creating a sustainable and just future. (ETF, 2021a: 2) They highlight a disappointing situation where: Despite the enormous potential reach of ESD (Education for Sustainable Development) in the FE and training sector, progress to date has been fragmented and slow, with ESD not yet seen as a central pillar of the sector and its work. It could be argued that we’ve gone back‑ wards over the last decade, as competing priorities and reduced resources have meant that FE and training providers simply haven’t had the motivation, capacity or space to progress their ESD work
6.9. the modern association of general education with conceptual understanding or declarative knowledge, and vocational education’s association with demonstrated knowledge or procedural knowledge... distinction between knowing that and knowing how
6.9.1. My thought: It is where we can learn not just what sustainability is, but train, practice and become expert in the doing of it!
6.10. Colleges work with some of society's most disadvantaged such as young people not in employment, education or training (known as 'NEETs'), or those with learning difficulties or disabilities, and assist in their social integration as well as teaching English to speakers of other languages, colloquially known as 'ESOL' (157 Group, 2010 [a]). 22% of 16-18 year old students and 29% of adult learners are from an ethnic minority background (AoC, 2016). Colleges also provide a route to education for those with family or work commitments and who therefore want to study locally (NIACE, 2011). These roles colleges perform have the potential for lasting positive social and economic impacts as those students and their acquired skills are more likely to remain in the local community.
6.10.1. FE colleges and other training providers are part of a wider community that is having to respond to new environmental, social, and economic challenges. • The Learning and Skills sector has a duty to prepare its students for these challenges and for new ways of living and working. The curricula, management practices, and ethos of the organisation are equally important in performing this duty successfully. • The business case for sustainability in the Learning and Skills sector is established and becoming stronger both for the organisation itself: as environmental legislation increases, there are more checks and measures needed to be put in place to ensure FE institutions comply; and this applies equally to the requirement for knowledge and skills for learners to take into the workplace where these environmental legislative requirements will also apply. • Using sustainability as a framework can provide senior managers with a vision and a long‑term strategy for their organisation. • Organisations that create economic value, healthy ecosystems, and strong communities are more resilient to economic, environmental, and social stresses. • Sustainability skills are important for students’ employability!
7. Importance of community
7.1. it is important to share knowledge amongst the College community so the loss of inficidual members of staff does nto result in a loss of vital knowledge within the instituition. Finding a way forward that does not rely on one or two individuals, but which is jointly shared across the insititution is a less risky solution for the future.
7.2. Vygotsy and Zone of Proximal Development. An individual can only achieve a certain amount of understanding on their own, but with others and through social interaction they can learn far more.
7.2.1. Learners achieve greater understanding for themselves, but also problem-solving, engaging personally with issues, constructing meaning and understanding
7.3. This [taking part in a CoP] gave us the courage to recognise we did not need to be experts to promote discussion and encourage our trainee teachers to think sustainably, and was key to us embedding ESD within our practice.
7.4. Sharing experiences and knowledge at our regular meetings encouraged us to challenge and critically question assumptions within our practice. For Di, this assisted her in: [. . .] focusing on and identifying the causes of some of our problems instead of just accepting the outcomes.
7.5. It would appear that developments in paradigms and approaches noted in the previous decades have never truly translated into mainstream practice. While educational systems are helping students understand and become aware of the urgent action needed – much like the focus of Environmental Education in the 1970s –these approaches have proved ineffective in providing the capabilities that help learners make the change.
7.6. Research and literature point out that teacher networks might be a more successful way for the professional development of teachers and implementation of innovations (Leenheer et al., 2003). These networks exist of groups of teachers from different schools who have a common interest or goal while exchanging their experiences with the daily practice (Vrieze & van Kuijk, 2004).
7.7. professional development activities, performed together in networks, will help teachers to pose problems, identify discrepancies between theories and practices, challenge common routines, and try to make visible much of that which is too often taken for granted about teaching and learning in the classroom
7.8. researchers studying organised networks as contexts for teacher learning and change have used ‘‘community of practice’’ both as a descriptor for networks and to signal their advantages over traditional professional development experiences
7.9. We function more effectively when we feel psychologically safe and when our relational and collective inclusion needs are met.
7.10. teacher attitudes, skills, and practices Interact and influence each other. The dynamics of these interrelationships provide a basis for facilitating teacher development.
7.11. Quality PD experiences are believed by many scholars to be central to the improvement of teaching and student learning, and they may even prevent teacher burnout. Many researchers agree that these types of experiences should be long-term, or going, social, constructivist and situated in classroom practice. yet formal teacher PD often fails to meet such criteria. …. Traditional PD often includes short workshops or seminars that feature outside experts and that occur away from teachers’ home schools. Although such PD can introduce teachers to important knowledge and skills, it can also often lack depth, and tends to focus mostly on content knowledge.
8. Vygotsky - ZPD
8.1. adult peers need not necessarily be more capable in order to provide assistance in the ZPD
8.2. a Vygotskyan approach to teacher development sees the education of teachers as situated learning
8.3. One factor to narrow teachers' ZPD and restrict his personal choices, goal setting and activities is compliance with the norms prescribed and imposed by the local school or institution the teachers work in.
9. What makes good CPD?
9.1. professional development is about teachers learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students’ growth. Teacher professional learning is a complex process, which requires cognitive and emotional involvement of teachers individually and collectively, the capacity and willingness to examine where each one stands in terms of convictions and beliefs and the perusal and enactment of appropriate alternatives for improvement or change. All this occurs in particular educational policy environments or school cultures, some of which are more appropriate and conducive to learning than others. The instruments used to trigger development also depend on the objectives and needs of teachers as well as of their students. Thus formal structures such as courses and workshops may serve some purposes, while involvement in the production of curricula, the discussion of assessment data or the sharing of strategies may serve other purposes.
9.1.1. Knowledge, pedagogy, praxis