| dc.description.abstract | With large-scale wicked problems threatening our world, the integration of sustainability into teacher professional learning is systemically lacking in the United States. The purpose of this case study was to understand the impact of a multi-session, sustainability-related professional learning program on twelve PreKindergarten-8th grade educators at an independent school in Kansas. By collecting pre and post data in the form of interviews, concept maps, and surveys, this research studied how the professional learning program affected teacher and support staff understanding of sustainability and their efficacy to teach it. Study results indicated that the professional learning program was effective in increasing sustainability understanding and efficacy, as the depth of responses suggested powerful and potentially transformative perspective shifts for the participants. Results also suggested that the educators needed time to process and implement new knowledge from the professional learning program into their classrooms and work environments. This study can be used to inform others who are developing similar models to create, adapt, or enhance teacher professional learning opportunities in sustainability in other school-aged settings. | en_US |
