Bentham, Hayley

Pillay, Alan

James, Angela

An action research study exploring how three grade 9 teachers develop their understanding and practice of "education for sustainable development".

Durban

2009

M. Ed. University of KwaZulu-Natal, Durban 2009

Abstract: The purpose of this action research study was to explore how three Grade 9 teachers developed their understanding and practice of Education for Sustainable Development (ESD) through the use of a participant-designed intervention. ESD may be simply understood as a concept that describes all educational activities concerned with developing an understanding of the relationships that exist among the issues of SD. ESD and SD are terms that hold many meanings. It is no wonder that teachers find it difficult to bridge their understanding and practice. Literature supports these ideas and also notes that the lack of awareness that teachers have about ESD is due to the poor attention it is given in school policy. This study suggests that self-directed professional development could address such a shortfall in schools. The action research study involved four steps of reconnaissanceplanning- action-reflection. These steps unfolded within three phases of development, namely: the pre-intervention phase, the intervention phase and the post-intervention phase. The ESD principles were used to identify the teachers′ understanding and practice of ESD during the pre- and post-intervention phases. During the intervention phase teachers as coresearchers were then responsible for designing an intervention that they thought would help develop their understanding and practice of ESD. This study was seen to employ coengaged professional development. The findings of this research served to inform teachers, ESD promoters, resource development workers and relevant UNESCO officials of the challenges and experiences facing teachers attempting to understand and practice a meaningful and much needed ESD. The findings also served to reveal the benefit that engaging teachers in action research and professional development has on teacher professional development. Findings suggest that teachers require certain conditions in order to engage in professional development. These conditions include: (1) Collaborative meetings in a neutral context within the framework of action research; (2) Verbal communication and sharing of ideas; (3) Sharing of resources and local media; (4) Opportunities for reflection; and (5) An outside facilitator. Teachers showed a great sense of empowerment as they displayed evidence of teacher efficacy. This research concludes that action research, reflective practice and self-directed professional development offer modes for ESD implementation that is empowering for teacher professional development.

Declaration
Abstract
Table of Contents
List of Diagrams, Figures and Tables
Appendices
Glossary of acronyms and abbreviations
Acknowledgements

Chapter 1 –′Plotting the co-ordinates′

1.1.Introduction
1.2.Purpose of study
1.3.Rationale
1.4. The Research Problem and Research Questions
1.5. Brief overview of the Research Design
1.6. Overview of the Chapters

Chapter 2 –′Exploring the landscape′

2.1. Introduction
2.2. Defining ′Development′
2.3. Sustainable Development
2.3.1. Defining Sustainable Development
2.3.2. Working towards a realisation of Sustainable Development
2.3.3. Agenda 21 -A plan for realising Sustainable Development
2.3.4. Education as a tool for realising Sustainable Development
2.4. Education for Sustainable Development
2.4.1. Defining Education for Sustainable Development
2.4.2. The Goals and Principles of the United Nations Decade of Education for Sustainable Development
2.4.3. Reorienting Education towards ESD –The Challenge
2.4.4. Learning for Sustainable Living in Kenya
2.4.5. Implementing ESD –A Southern African report
2.4.6. Paving the way for ESD implementation
2.4.7 An Education for Sustainable Development Toolkit
2.5. Teachers as Curriculum Implementers versus Implementers and Designers
2.6. Reflective Practice for Teacher empowerment and Professional Development
2.7. Supporting Professional Development through Learning Theories
2.7.1. Situated Learning
2.7.2. Constructivism
2.7.2.1 A Group ZPD
2.8. Embracing Change for Professional Development
2.8.1. Teachers as Change Agents
2.8.2. Self-directed Professional development
2.9. Using Action research to address teacher professional development
2.9.1. Exploring the characteristics of action research
2.9.2. Benefits of action research
2.9.3. Engaging in the process of action research
2.9.4. Locating action research within professional development and empowerment
2.9.4.1. Action research –A tool for professional knowledge development
2.9.5. Forging partnerships through action research
2.10. Conclusion

Chapter 3–′Mapping out the journey′

3.1.Introduction
3.2. Contexts of the study
3.3. Accessing and selecting the research participants
3.4. Research participant roles
3.5. Action research as a ethodology
3.5.1. The action research cycle structure
3.6. Data collection methods and instruments
3.6.1 Methods and instruments fit for purpose
3.6.1.1. A pre-lesson interview
3.6.1.2. Analysing lesson plans
3.6.1.3. A lesson observation
3.6.1.4. A post-lesson video stimulated recall interview
3.6.1.5. A final groupinterview
3.6.2. Data collection instrument for continuous reflection across the cycle
3.6.3. Instruments fit for purpose
3.7. Data analysis methods
3.8. Research rigour
3.9. Ethical considerations
3.9.1. Participant access
3.9.2. Confidentiality
3.10. Limitations of the research design
3.11Limitations of the data
3.12. Conclusion

Chapter 4–′The pre-intervention phase′

4.1. Introduction
4.2. An introduction to the three teachers
4.3. Understanding and practice of ESD
4.3.1. Jays′ understanding and practice of ESD
4.3.1.1. Jays′ understanding of ESD
4.3.1.2. Jay′s practice of ESD
4.3.1.3. Jay′s understanding and practice of ESD
4.3.1.4. The role of reflection in establishing Jay′s understanding and practice of ESD
4.3.2. Kay′s understanding and practice of ESD
4.3.2.1. Kay′s understanding of ESD
4.3.2.2. Kay′s practice of ESD
4.3.2.3. Kay′s understanding and practice of ESD
4.3.2.4.The role of reflection in establishing Kay′s understandingand practice of ESD
4.3.3. René′s understanding and practice of ESD
4.3.3.1. René′s understanding of ESD
4.3.3.2. René′s practice of ESD
4.3.3.3. René′s understanding and practice of ESD
4.3.3.4. The role of reflection in establishing René′s understandingand practice of ESD
4.4. A cross-analysis of three teachers′ understanding and practiceof ESD
4.5. Conclusion

Chapter 5–′The intervention phase′

5.1. Introduction
5.2. Planning step of the intervention phase
5.2.1. The context of meeting one
5.2.2. Teachers get acquainted
5.2.3. Developing a group understanding of ESD.
5.2.4. Deciding on a plan to develop their understanding of ESD further
5.2.5. Teachers′ reflections regarding the planning step
5.3. Action step of the intervention phase
5.3.1. The context of the first action meeting
5.3.1.1. Sharing Knowledge –A strategy for development
5.3.1.2. Methods to ensure ESD implementation
5.3.1.3. Factors influencing ESD implementation
5.3.2. The context of the second action meeting
5.3.2.1. Teachers thoughts about the ESD readings
5.3.2.2. Teachers share examples of their own ESD practice
5.3.2.3. Teachers share their personal difficulties of implementing ESD
5.3.2.4. The teachers motivate for the post-intervention phase
5.4. Reflecting on the intervention phase
5.4.1. Teachers′ thoughts on their choice of intervention
5.5. Conclusion

Chapter 6–′The post-intervention phase′

6.1. Introduction
6.2. Understanding and practice of ESD
6.2.1. Jay′s understanding and practice of ESD
6.2.1.1. Jay′s understanding of ESD
6.2.1.2. Jay′s practice of ESD
6.2.1.3. Jay′s understanding and practice of ESD
6.2.1.4. The role of reflection in establishing Jay′s understandingand practice of ESD
6.2.2. Kay′s understanding and practice of ESD
6.2.2.1. Kay′s understanding of ESD
6.2.2.2. Kay′s practice of ESD
6.2.2.3. Kay′s understanding and practice of ESD
6.2.2.4. The role of reflection in establishing Kay′s understandingand practice of ESD
6.2.3. René′s understanding and practice of ESD
6.2.3.1. René′s understanding of ESD
6.2.3.2. René′s practice of ESD
6.2.3.3. René′s understanding and practice of ESD
6.2.3.4. The role of reflection in establishing René′s understandingand practice of ESD
6.3. A cross-analysis of the reflection step of this cycle
6.3.1. The three teachers′ understandings of ESD
6.3.2. The ESD principles displayed
6.3.3. Teachers′ engagement in reflection
6.4. A post cycle group interview
6.5. Conclusion

Chapter 7–′Looking back to travel forward′

7.1.Introduction
7.2. Addressing the Research Questions
7.2.1. The teachers understanding and practice of ESD
7.2.2. How the teachers developed their understanding and practice of ESD
7.2.3. Why the teachers chose to develop their understanding and practiceof ESD in the way(s) they did
7.3. Implications of the research
7.3.1. Action Research –An avenue for teacher empowerment
7.3.2. The role reflective practice played in teacher professional development
7.4. Supporting educational change towards an ESD focus
7.4.1. The role of constructivism in educational change towards an ESD focus
7.4.2. The role of situated learning in educational change towards an ESD focus
7.4.3. A model for educational change towards an ESD focus
7.5. The challenges and barriers facing ESD implementation
7.6. The limitations of the research
7.7. Recommendations for further research
7.8.Conclusion
References

↑ http://researchspace.ukzn.ac.za/bitstream/handle/10413/1162/Bentham_Hayley_2009.pdf?sequence=1&isAllowed=y

↑ http://hdl.handle.net/10413/1162

08.11.2017