Walshe, Nicola;
Rushton, Elizabeth AC;
(2025)
Understanding teacher agency in the context of school-based climate change and sustainability education: A case study of the experiences of teachers and school students in England.
British Educational Research Journal
10.1002/berj.70036.
(In press).
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Abstract
Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together insights from both teachers and school students (aged 11–14 years). Data were gathered through two separate online surveys with teachers (n = 870) and school students aged 11–14 years (n = 2429). Teachers and students articulated a range of material, structural and cultural barriers and enablers to achieving agency, with areas of agreement and divergence. While students were able to articulate different pedagogical approaches to improve the teaching of climate change and sustainability, teachers were more focused on the types of support they needed in their roles. This approach uncovers the everyday practices of teacher agency which students notice but that might not be visible to teachers. This research underlines the need for teachers in secondary school settings of all subjects to have the time and support to engage in high-quality professional learning which builds knowledge and understanding of climate change and sustainability and develops their confidence to implement a range of pedagogical approaches which engage all children and young people.
| Type: | Article |
|---|---|
| Title: | Understanding teacher agency in the context of school-based climate change and sustainability education: A case study of the experiences of teachers and school students in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/berj.70036 |
| Publisher version: | https://doi.org/10.1002/berj.70036 |
| Language: | English |
| Additional information: | Copyright © 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, https://creativecommons.org/licenses/by/4.0/, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Climate change and sustainability; schools; students; teacher agency |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10215164 |
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