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Social learning in teacher professional development for environmental and sustainability education.

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Title: Social learning in teacher professional development for environmental and sustainability education.
Authors: Činčera, Jan1 (AUTHOR) cincera@mail.muni.cz, Goldman, Daphne2 (AUTHOR), Válková, Tereza1 (AUTHOR)
Source: Teacher Development. Jan2026, Vol. 30 Issue 1, p1-21. 21p.
Subject Terms: *Social learning, *Transformative learning, *Environmental education, *Teacher development, *Organizational learning, *Qualitative research
Geographic Terms: Czech Republic
Abstract: This article presents an analysis of an innovative teacher professional development (TPD) program implemented in the Czech Republic, designed to facilitate transformative social learning. The analysis draws from qualitative data gathered from 87 participating in-service teachers from elementary schools, 24 internal mentors, 9 consultants, and 4 project managers. Data were collected through interviews, focus groups, and questionnaires administered at various stages of the two-year program and thematically analyzed. The analysis confirms the program's success in fostering a transformative social learning process, which had a positive impact on the competence of the participants and initiated organizational learning within the participating institutions. Additionally, the findings highlight potential areas for improvement, including the need for increased support from school management, strategies to reduce resistance from uninvolved peers, and the strengthening of competencies related to facilitating transformative learning processes. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Social learning in teacher professional development for environmental and sustainability education.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Jan2026, Vol. 30 Issue 1, p1-21. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Social+learning%22">Social learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+learning%22">Organizational learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Czech+Republic%22">Czech Republic</searchLink>
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  Data: This article presents an analysis of an innovative teacher professional development (TPD) program implemented in the Czech Republic, designed to facilitate transformative social learning. The analysis draws from qualitative data gathered from 87 participating in-service teachers from elementary schools, 24 internal mentors, 9 consultants, and 4 project managers. Data were collected through interviews, focus groups, and questionnaires administered at various stages of the two-year program and thematically analyzed. The analysis confirms the program's success in fostering a transformative social learning process, which had a positive impact on the competence of the participants and initiated organizational learning within the participating institutions. Additionally, the findings highlight potential areas for improvement, including the need for increased support from school management, strategies to reduce resistance from uninvolved peers, and the strengthening of competencies related to facilitating transformative learning processes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13664530.2025.2490735
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      – Code: eng
        Text: English
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        PageCount: 21
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      – SubjectFull: Social learning
        Type: general
      – SubjectFull: Transformative learning
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      – SubjectFull: Environmental education
        Type: general
      – SubjectFull: Teacher development
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      – SubjectFull: Organizational learning
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      – SubjectFull: Qualitative research
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      – SubjectFull: Czech Republic
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      – TitleFull: Social learning in teacher professional development for environmental and sustainability education.
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            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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