Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 2 |
| Since 2015 (last 10 years) | 3 |
| Since 2005 (last 20 years) | 3 |
Descriptor
Author
| Smith, Greg | 3 |
| Mallon, Benjamin | 2 |
| Murphy, Clíona | 2 |
| Kelly, Orla | 1 |
| Martinez Sainz, Gabriela | 1 |
| Murphy, Cliona | 1 |
| Pitsia, Vasiliki | 1 |
| Razi, Özge | 1 |
| Redman, Erin | 1 |
| Varley, Janet | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 1 |
Education Level
| Adult Education | 3 |
| Elementary Education | 3 |
Audience
Location
| Ireland (Dublin) | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMurphy, Cliona; Smith, Greg; Mallon, Benjamin; Redman, Erin – Environmental Education Research, 2020
Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was…
Descriptors: Environmental Education, Sustainable Development, Active Learning, Inquiry
Murphy, Clíona; Mallon, Benjamin; Smith, Greg; Kelly, Orla; Pitsia, Vasiliki; Martinez Sainz, Gabriela – Environmental Education Research, 2021
Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve…
Descriptors: Professional Development, Professional Continuing Education, Teacher Education, Transformative Learning
Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge – Cogent Education, 2015
This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…
Descriptors: Professional Continuing Education, Faculty Development, Science Instruction, Inquiry
