Collaborating to improve teaching and learning about sustainability within an international learning community
Conference paper
Gordon, A., Simpson, S., Lawson, F. and Thomas, C. 2023. Collaborating to improve teaching and learning about sustainability within an international learning community.
| Authors | Gordon, A., Simpson, S., Lawson, F. and Thomas, C. |
|---|---|
| Type | Conference paper |
| Description | This paper examines the development of an international learning community of teachers and researchers, established in partnership with leaders and colleagues from three nations: the UK, Pakistan, and Zambia. The collaboration offered a knowledge exchange platform and professional development opportunity for educators and educational leaders to work collaboratively and co-create and implement innovative curriculum resources addressing sustainability issues in schools across different countries. Working with international partners on sustainability issues was a key aspect of this project, as this is a global challenge, but one which needs understanding of how different nations and communities address and respond to real-world problems and opportunities. Sustainability is of profound importance in many areas, including teaching and educational research (DfE, 2022; Stirling, 2019). International sustainability issues include promoting justice, eradication of poverty, inequality, and achievement of the United Nations sustainable development goals (SDGs) (United Nations, 2022). Traditionally, these issues have been explored through Science, Technology, Engineering and Maths (STEM) in the United Kingdom. Our aim was to broaden this frame of reference by exploring wider international perspectives regarding the nexus of science, religion, and wider humanities by applying epistemic insight (EI), which explores how knowledge is formed and used within and across disciplines (Billingsley et. al, 2018). Our research has shown that EI supports development of curiosity, creativity, and reflective critical thinking, particularly pertinent to discourse within an internationally diverse collaboration. The learning community consisted of CCCU and institutions in Pakistan and Zambia to increase the cross-cultural nature of the community and facilitate a greater diversity of experiences. Our work indicated differences between viewpoints and approaches to environmental stewardship and education between educators and leaders in different continents. Consequently, during this collaborative journey, we encountered opportunities and challenges arising from using different curricula and teaching models alongside diverse cultural and faith perspectives, providing a rich knowledge exchange. Therefore, the community approach encouraged professional development, supporting teachers’ confidence in delivering education on sustainability across a range of different curriculum subjects, rather than just through science and technology. We also examined the role of the learning community in developing teachers' epistemic agency, combined with their ability to understand and navigate knowledge across disciplinary boundaries (OECD, 2018). We explored how teachers promoted students’ understanding of the interrelationship between ‘disciplinary knowledge’ (Ofsted, 2021) and ‘epistemic knowledge’ (OECD, 2018; OECD, 2022) and considered participants’ leadership effectiveness in transforming pedagogical practices in their schools. Finally, we explored how participation in the learning community enhanced teachers’ professional knowledge, expertise, and leadership. Such an approach supported a shared vision for sustainability education, with consideration of local and global perspectives. The research was mixed method and underpinned by a robust ethical framework. |
| Keywords | Interdisciplinary research; Teaching and learning; Learning community; Epistemic insight |
| Year | 2023 |
| Conference | Partner Conference: Collaborating for Success Contemporary Issues in Business Management |
| File | License File Access Level Open |
| Funder | International Research Network for the Study of Science and Belief in Society |
| References | Billingsley, B., Nassaji, M., Fraser, S. and Lawson, F. (2018) A Framework for Teaching Epistemic Insight in Schools. Research in Science Education, 48, 1115–1131. Available at: https://doi.org/10.1007/s11165-018-9788-6 [Accessed 11/1/2023]. Department for Education (DfE) (2022) Sustainability and climate change: a Strategy for the education and children’s services systems. Available at: https://www.gov.uk/government/publications/sustainability-and-climat... [Accessed 11/01/2023]. OECD (2018) The Future of Education and Skills: Education 2030. Available at: https://www.oecd.org/education/2030-project/contact/E2030_Position_P...(05.04.2018).pdf; [Accessed 11/01/2023]. Ofsted (2021) Research Review Series Science; Available at: https://www.gov.uk/government/publications/research-review-series-sc... [Accessed 11/01/2023]. OECD (2022) Learning Compass 2030. Available at: https://www.oecd.org/education/2030-project/teaching-and-learning/le... {Accessed on 11/01/2023]. Stirling, S. (2019) ‘Planetary Primacy and the Necessity of Dis-Illusion’, Sustainability, 12(2), 60-66. Available on the RPL Blackboard: https://learn.canterbury.ac.uk/ultra/courses/_20487_1/outline/edit/d... [Accessed 11/01/2023]. United Nations (2022) Sustainable Development Goals, Available at: https://www.un.org/sustainabledevelopment/ [Accessed on 01/11/2023}. |
| Publication process dates | |
| Deposited | 11 Sep 2023 |
Permalink -
https://repository.canterbury.ac.uk/item/95q16/collaborating-to-improve-teaching-and-learning-about-sustainability-within-an-international-learning-community
Download files
123
total views27
total downloads3
views this month0
downloads this month
Export as
Related outputs
How can we educate future generations to effectively respond to global challenges and live sustainably?
Gordon, A.J. and Simpson, S. 2024. How can we educate future generations to effectively respond to global challenges and live sustainably? in: Billingsley, B., Chappell, K. and Simpson, S. (ed.) The Future of Knowledge: The Role of Epistemic Insight in Interdisciplinary Learning London Bloomsbury. pp. 117-136Widening participation and success in STEM: embedding research-engaged practice to measure impact
Lawson, Finley, Colley, Stefan, Anthony, Anna, Billingsley, Berry and Harvey, Dana 2024. Widening participation and success in STEM: embedding research-engaged practice to measure impact. Widening Participation and Lifelong Learning. 26 (2), pp. 248-261. https://doi.org/10.5456/wpll.26.2.248Importance of entrepreneurship for students and academics.
Gordon, A.J. 2024. Importance of entrepreneurship for students and academics.The challenges of leading and managing Polish Saturday schools in the United Kingdom.
Gordon, A. J. and Kozinska, M.A. 2024. The challenges of leading and managing Polish Saturday schools in the United Kingdom.Building collaborations for a better future: Empowering diverse communities in Kent through collaboration, innovation and research
Gordon, A. J. and Stancu, R. F. 2024. Building collaborations for a better future: Empowering diverse communities in Kent through collaboration, innovation and research.Creative strategies for implementing digital tools
Gordon, A.J. and Keane, K. 2024. Creative strategies for implementing digital tools .Harnessing the power of AI in business
Gordon, A. J. and Keane, K. 2024. Harnessing the power of AI in business.A self-study of teaching teachers using Epistemic Insight
Warhurst, A., Gordon, A.J. and Campbell, R. 2024. A self-study of teaching teachers using Epistemic Insight.Exploring leadership and entrepreneurship in Polish supplementary schools in England: A pilot study
Gordon, A. J. and Kozinska, M.A. 2024. Exploring leadership and entrepreneurship in Polish supplementary schools in England: A pilot study.
Female entrepreneurship: Challenges and opportunities
Gordon, A.J. 2024. Female entrepreneurship: Challenges and opportunities.Research co-creation and the development of epistemically insightful curricula
Lawson, F. I, Dhaliwal, M., Lawson, M. and Coates, H. 2024. Research co-creation and the development of epistemically insightful curricula. in: Billingsley, B., Chappell, K. and Simpson, S. (ed.) The Future of Knowledge: The Role of Epistemic Insight in Interdisciplinary Learning England Bloomsbury Academic.Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning
Lawson, F., Colley, S. and Billingsley, B. 2024. Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning. in: Thomson, M. M. (ed.) Motivation and Engagement in Various Learning Environments: Interdisciplinary Perspectives Charlotte, NC Information Age Publishing.EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source
Cullimore, M., Billingsley, B., Heyes, J. and Gordon, A. EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source. https://doi.org/10.5281/zenodo.7439214Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy
Riordan, J., Revell, L., Bowie, B., Thomas, C., Woolley, M. and Hulbert, S. 2023. Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy. Video Journal of Education and Pedagogy. 8 (1), pp. 1-28. https://doi.org/10.1163/23644583-bja10040Topological analysis of Electron Localization Function (ELF) as a tool for understanding electronic structure
Berski, S. and Gordon, A. J. 2023. Topological analysis of Electron Localization Function (ELF) as a tool for understanding electronic structure. in: Reference Module in Chemistry, Molecular Sciences and Chemical Engineering Elsevier.Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them
Billingsley, B., Riga, F., Windsor, Mark and Gordon, A. 2023. Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them. Teacher Development. https://doi.org/10.1080/13664530.2023.2236056Paradox and the incarnation: Why it isn’t simply a matter of logical contradiction
Lawson, F. 2023. Paradox and the incarnation: Why it isn’t simply a matter of logical contradiction.The Science and Religion Forum discuss information and reality: Questions for religions and science
Lawson, F. 2023. The Science and Religion Forum discuss information and reality: Questions for religions and science. Zygon: Journal of Religion and Science. https://doi.org/10.1111/zygo.12882Co-creation of learning resources that cross disciplinary boundaries within an international learning community
Gordon, A., Thomas, C., Simpson, S. and Lawson, F. 2023. Co-creation of learning resources that cross disciplinary boundaries within an international learning community.Power of Light – collaborative co-creation of innovative resources for primary science education.
Gordon, A. and Cullimore, M. 2023. Power of Light – collaborative co-creation of innovative resources for primary science education.Teaching sustainability and stewardship workshop 1: Collaborative approach to developing engagement with science and religion: Exploring sustainability in an international learning community
Gordon, A., Lawson, F., Simpson, S. and Thomas, C. 2023. Teaching sustainability and stewardship workshop 1: Collaborative approach to developing engagement with science and religion: Exploring sustainability in an international learning community.Leading learning and teaching transformation across the ITE EI consortium –impact across the partner institutions
Gordon, A. 2023. Leading learning and teaching transformation across the ITE EI consortium –impact across the partner institutions.Do multiple bonds to the boron atom exist?
Berski, S., Mierzwa, G. and Gordon, A. 2023. Do multiple bonds to the boron atom exist?The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Day, S,, Gordon, A., Billingsley, B. and Mosselmans, F. 2022. The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438811The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Geraki, T., Linton, P., Gordon, A., Billingsley, B. and Halford, K. 2022. The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438698The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Mosselmans, F., Reeve, L., Billingsley, B. and Gordon, A. 2022. The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7401129CPD 1 - Embedding Epistemic Insight and Big Questions across a whole school curriculum
Simpson, S. and Gordon, A. 2022. CPD 1 - Embedding Epistemic Insight and Big Questions across a whole school curriculum. https://doi.org/10.5281/zenodo.7729394Creating epistemically insightful learning experiences in primary classrooms: insights into the nature of science
Gordon, A., Simpson, S. and Lawson, F. 2022. Creating epistemically insightful learning experiences in primary classrooms: insights into the nature of science.Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England
Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2022. Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal. 34 (3), pp. 487-504. https://doi.org/10.1002/curj.191Transforming teacher education - introducing ITE students to Epistemic Insight: a workshop
Warhurst, A., Campbell, R. and Gordon, A.J. 2022. Transforming teacher education - introducing ITE students to Epistemic Insight: a workshop.Bristlebots and other friends. A progression of Epistemic insight workshops using small things to ask big questions
Bentley, K., Gordon, A.J. and Litchfield, A. 2022. Bristlebots and other friends. A progression of Epistemic insight workshops using small things to ask big questions.Science, religion and sustainability in schools: outlining a teacher learning community approach.
Gordon, A.J., Lawson, F., Simpson, S. and Thomas, C. 2022. Science, religion and sustainability in schools: outlining a teacher learning community approach.The epistemic insight digest: Issue : Autumn 2022
Gordon, A., Shalet, D., Simpson, S., Hassanin, H., Lawson, F., Lawson, M., Litchfield, A., Thomas, C., Canetta, E., Manley, K. and Choong, C. Shalet, D. (ed.) 2022. The epistemic insight digest: Issue : Autumn 2022. Canterbury Canterbury Christ Church University.Leading transformation in ITE teaching within the EI consortium
Gordon, A.J. 2022. Leading transformation in ITE teaching within the EI consortium.The epistemic insight digest: Issue 4: Spring 2022
Gordon, A., Cullimore, M., Hackett, L., Shalet, D., Jennings, B-L, Semaan, A. S. and Pickett, M. Shalet, D. (ed.) 2022. The epistemic insight digest: Issue 4: Spring 2022. Canterbury Canterbury Christ Church University.Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond
Lawson, F. and Billingsley, B. 2022. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.Insightful teaching – what role is there for research co-creation as professional development?
Lawson, F. and Lawson, M. 2022. Insightful teaching – what role is there for research co-creation as professional development?Re-imaging STEAM outreach: The role of interdisciplinarity in (re)engaging underrepresented students
Lawson, F. and Colley, S. 2022. Re-imaging STEAM outreach: The role of interdisciplinarity in (re)engaging underrepresented students.Inspiring minds research-engaged STEAM outreach: How we can and should change our practice
Lawson, F. and Colley, S. 2022. Inspiring minds research-engaged STEAM outreach: How we can and should change our practice.A case study of how research co-creation is supporting the development of ‘Epistemically `Insightful’ curriculum transformation in English secondary schools
Lawson, F. and Lawson, M. 2022. A case study of how research co-creation is supporting the development of ‘Epistemically `Insightful’ curriculum transformation in English secondary schools.Inspiring minds research-engaged STEAM outreach: Affecting attitudinal and attainment change through interdisciplinary outreach
Lawson, F. and Colley, S. 2022. Inspiring minds research-engaged STEAM outreach: Affecting attitudinal and attainment change through interdisciplinary outreach.