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Developing a community of practice on Developing a community of practice on education for sustainable development:education for sustainable development:

first steps towards the design of a storyboard first steps towards the design of a storyboard

Ticiana Tréz, Vânia Carlos, Cecília Guerra, António Moreira, Rui Marques Vieira([email protected], [email protected], [email protected]; [email protected]; [email protected])

Universidade de AveiroCentro de Investigação em Didática e Tecnologia na

Formação de FormadoresPortugal

mailto:[email protected]



Developing a community of practice on education for sustainable development:Developing a community of practice on education for sustainable development: first steps towards the design of a storyboard first steps towards the design of a storyboard Ticiana Tréz, Vânia Carlos, Cecília Guerra, António Moreira, Rui Marques Vieira

Synthesis

• Context and relevance of the study

• Purpose of the study

• Theoretical framework

• Methodology of the study

• Results of the study

• Conclusions and further developments


Context and relevance of the study

Decade of Education for Sustainable Development (DESD)

(from 2005 to 2014)

To prepare citizens/students to face the social, economic and environmental challenges

Information and Communications Technologies (ICT)

Proprietario

Proprietario

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» ICT & EDS«

To increase the articulation between research and practice

•Technical support and didactic documentation

•Digital resources (software and hardware)

•Teachers' skills

•Teacher training

LAC

K O

F …



Current National Education panorama and the Portuguese Teachers’ context:

•Improve collaborative work to promote ESD projects;

•Active intervention and guidance to make teaching practices more consistent with the ESD approach;

•Create educational conditions to develop teachers’ professional profiles.



» ICT & ESD«


Communities of Practice (CoP) developed in a virtual environment (online CoP) could be a promising way for promoting ESD teaching and learning strategies.


This study is based on the assumption that it is important to:

- Develop an online CoP organized by several educational actors;-Develop and share innovative ESD teaching and learning strategies and resources;- Help National School projects implement an ESD approach.



Theoretical Framework

ESD principles

I – “Collaboration and dialogue”

II – “Engage the whole system”

III – “Innovate curriculum and teaching and learning experiences”

IV – “Active and participatory learning”


Theoretical Framework

CoP principles (Wenger et al., 2002)

1) Design for Evolution; 2) Open a Dialog Between Inside and Outside Perspectives; 3) Invite Different Levels of Participation; 4) Develop Both Public and Private Community Spaces; 5) Focus on Value; 6) Combine Familiarity and Excitement; 7) Create a Rhythm for the Community.


To develop and sustain a CoP for ESD in the Portuguese context, through:

Methodology of the study

Design-Based Research approach

1st phase 2nd phase 3rd phase 4th phase


Methodology of the study

1st phase: …the preparation of a storyboard for the platform

that will serve as a support for the CoP. Phase 1 – Analysis of practical problems by researchers and practitioners in

collaborationAim Data Collecting Data Analysis

Technique Participants Technique

Moment I: collect the researchers’ perceptions about which principles could help develop and sustain a CoP in the scope of ESD

Inquiry through a focus group

5 national researchers*

Content analysis

* Researchers with experience in the development of projects in the scope of ESD and CoP.


Results of the study

Relationship between principles of ESD (UNESCO, 2011) and of Wenger et al. (2002).


Results of the study

ESD principlesI – “Collaboration and dialogue”

I.d – “Collaboration and dialogue” ˄ “Develop Both Public and Private Community Spaces”

Researcher A points out that “it is interesting to proceed with a project and, eventually, even as an aggregator of other resources and other platforms that currently exist on the same theme and that somehow could enrich what could be a new platform”. It is necessary to stress the importance of having an opening to other spaces where the community can find new information and enrich the knowledge within the community.


Conclusions and further developments

Specific key ideas emerged:

1. At an early stage of implementation of the CoP:

• a pre-defined team responsible for the coordination and promotion of activities;

• identify teachers that are already leaders in their own schools, and that could be able to take on the leadership of this CoP.


Conclusions and further developments

Specific key ideas emerged:

2. During the evolution of the CoP:•the CoP should be supported with the provision of teacher training and consultancy services;•it is desirable that other members voluntarily adopt the role of leadership in a dynamic process;

3. Other considerations:•start small and grow steadily;•it should not be restricted to teachers.


Further developments

Phase 1 – Analysis of practical problems by researchers and practitioners in collaboration

Aim Data Collecting Data AnalysisTechnique Participants Technique

Moment I: collect the researchers’ perceptions about which principles could help develop and sustain a CoP in the scope of ESD

Inquiry through a focus group

5 national researchers

Content analysis

Moment II: collect the teachers’ perceptions in order to establish design principles that will help design the learning environment

Inquiry through an interview

Teachers** (from the Center and North of Portugal)

Content analysis

** Teachers with leadership skills and skills in Online CoP


Obrigada!Obrigada!Thank you!Thank you!

Gracias!Gracias!Ticiana Tréz, Vânia Carlos, Cecília Guerra, António Moreira, Rui Marques Vieira

([email protected], [email protected], [email protected]; [email protected]; [email protected])

Universidade de AveiroCentro de Investigação em Didática e Tecnologia na

Formação de FormadoresPortugal