Supporting collaborative and continuing professional development in education for sustainability through a communities of practice approach

Abstract

Purpose The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued professional development for staff in higher education who are committed to EfS as an educational paradigm. Design/methodology/approach This research was conducted through a mixed methods investigation that involved participant observation and semi-structured interviews and focus groups. Data were analysed and grouped into themes that are discussed in the paper. Findings This research reveals that personal values and professional identity were the two driving factors for continued engagement in a collaborative peer learning initiative. Despite institutional challenges and a lack of success of growing membership in the community of practice, participants found a level of job satisfaction and personal connection to the initiative and to each other that has sustained action and impact for this group. Originality/value This work contributes an alternative voice to the professional development discussion around EfS. While most professional development activities are aimed at transferring knowledge to individuals and groups that are identified to lack awareness or capacity in a topic, this work highlights the need to include and foster safe learning spaces for continued professional learning. Particular attention is paid to the value of peer learning to support the professional development of sessional staff engaged in EfS.

Measuring Participation in Distance Education Online Discussion Forums Using Social Network Analysis

“…The CoP model has been promoted for its potential to bring together diverse groups of people, inspire cross‐disciplinary learning, and to enable changes in an institution. The use of the CoP model has extended across classroom teaching, research groups, organizational change initiatives, and professional learning (Pedersen, ). The concept of CoP in recent years has been broadly interpreted, adapted, and applied to better understand how people learn with each other online (Gillani & Eynon, ).…”

Challenges for education for sustainability in business courses

“…Also, from the case evidenced in Pedersen (2017) study, the author noted the importance of allocating attention and resources not only to those who are not yet involved with EfS but also to those who already are. This may contribute to the maintenance of EfS, because it is a process that must be continued.…”

“…However, for EfS to be effectively inserted in HEIs, institutional strategies, curricular changes, teaching and learning practices, professional associations are needed, as well as considering the campus as a teaching laboratory (Pedersen, 2017). These actions often require overcoming challenges to be fully or partially implemented.…”

Addressing student attrition within higher education online programs through a collaborative community of practice

“…Across all applications, the CoP model has been promoted for its potential to bring together diverse groups of people, inspire cross-disciplinary learning, and to enable grass-roots level change in an institution or organisation. In the context of HE, the use of the CoP model has extended across academic teaching groups, research groups, organisational change initiatives, and professional learning and development (e.g., Pharo et al, 2014;Warr Pedersen, 2017). While sometimes represented by different terminology, including teacher networks, faculty learning communities and communities of interest, the sentiment of the CoP model as a collaborative learning experience has permeated the breadth of approaches used.…”