The potential of asynchronous online professional development

Summary/scope

Research to investigate the ways in which asynchronous online professional development supports teachers to incorporate climate change and sustainability into their teaching practice. 

Team

• Kate Greer
• Justin Dillon 

Aims

The research will investigate the potential of asynchronous online resources for contributing to teachers’ climate change and sustainability-related professional learning. With a focus on CCCSEs Teaching for Sustainable Futures modules, the research will investigate how online PL works (or doesn’t) in practice, and for whom, providing insight that will support the provision, and professionalism, of climate change and sustainability education in schools.

Methodology

We will use qualitative, interpretive research methods to compare perspectives of colleagues who have been involved in the design of TSF modules with perspectives of teachers who have accessed/participated in the TSF modules. The research will comprise two phases of data generation and analysis: phase one investigate program design through interviews with the program development team, and phase two will explore program enactment through interviews with teachers, sustainability leads and head teachers who have accessed the modules. Through our analysis we aim to deepen understanding of ‘what works for whom in what circumstances’ (Rickinson, et al, 2016), enabling further development of TSF program, and providing insight to other professional development providers.