Work

Contributions of Expert Analysis to a Model of In-Service Teacher Professional Development in Environmental Citizenship Education

Year: 2025

Type: article

Abstract: An effective response to the socio-environmental crisis requires the education of critical citizens, capable of articulating local action with collective socio-political engagement. Teachers occupy a central position in educating for Environmental Citizenship (EC), yet in-service professional development models in this area remain scarce. Within a Design-Based Research framework, this article discusses the expert evaluation of a training prototype. 32 experts—comprising EC researchers, TPD researchers, and specialist teachers—responded to a qualitative questionnaire regarding the model’s design. Data underwent inductive content analysis, with categories emerging directly from the responses. While results strongly validate the prototype’s structure, crucial recommendations emerged for its improvement. Pedagogically, experts suggested focusing on structuring methodologies like Problem-Based Learning and Case Studies to avoid fragmentation. Conceptually, they highlighted the need to deepen critical theoretical foundations and incorporate explicit training in activism and communication skills, enriched by ethical considerations. These findings inform the redesign of a model whose implementation aims to reduce the gap between ecological awareness and transformative civic action, preparing teachers to foster genuine agency in their students.

Source: Sustainability

DOI: 10.3390/su18010400

Authors: Larissa Nascimento, Pedro Reis

Institutions: University of Lisbon, Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação da Universidade de Lisboa

Language: English

Topic: Environmental and sustainability education

Subfield: Management, Monitoring, Policy and Law

Field: Environmental Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,896