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Central outcomes include case studies of environmental education practice developed for specific settings, intended to support wider dissemination, adaptation, and adoption. The discussion highlights tensions between contextuality and universality and analyzes participatory research’s role within professional development. It also reviews issues such as starting points, authority of curriculum packages, and overall coherence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/recent-international-developments-in-professional-development-in-environmental-education-reflections-and-issues/597216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/recent-international-developments-in-professional-development-in-environmental-education-reflections-and-issues/597216.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two international projects does the article focus on?","Question",{"text":112,"@type":113},"The article focuses on the OECD-CERI project “Environment and School Initiatives” (ENSI) and the AusAID project “Educating for Socio-Ecological Change: Capacity Building in Environmental Education” for tertiary educators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article characterize professional development in these projects?",{"text":117,"@type":113},"Both projects frame professional development through participatory, research-based approaches, often using action research within curriculum development and related professional development activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What key tension does the article emphasize?",{"text":121,"@type":113},"The article emphasizes the tension between contextuality and universality and discusses how participatory research contributes to understanding this interplay in professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597216,1792189073,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Recent International Developments in Professional Development in Environmental Education: Reflections and Issues  \nIan Robottom, Deakin University, Australia & Regula Kyburz-Graber, University of Zurich, Switzerland  \nAbstract  \nThis article considers two recent international research projects in environmental education. Each project adopts a participatory research-based approach to professional development. Principal outcomes of each project include case studies of environmental education practice in particular settings—development of these case studies is their ultimate aim. These projects will be juxtaposed with other approaches in which participatory and action research is but one step in the further process of wider international dissemination, adaptations, and adoption. The article thus draws attention to the interplay of contextuality and universality, and the role of participatory research in this tension.  \nRésumé  \nCet article s’intéresse à deux récentes recherches internationalesen éducation relative à l’environnement. Toutes deux abordent la question du développement professionnel dans une optique de recherche participative. Les principaux résultats de chaque recherche comprennent des études de cas sur les pratiquesd’éducation relative à l’environnement dans des contextes particuliers; le but ultime étant le développement de ces études de cas. Ces projets seront juxtaposés à d’autres approches où la recherche participative et la recherche-action ne constituent qu’une étape du processus de dissémination, d’adaptation etd’adoption à une plus vaste échelle internationale. L’article attire ainsi l’attention sur l’interrelation entre la contextualité et l’universalité ainsi que sur le rôle de la recherche participative dans cette dialectique.  \nCanadian Journal of Environmental Education, 5, Spring 2000 249  \nProfessional development is recognised as a priority in the field of environmental education. International education agencies such as the Organization for Economic Co-operation and Development (OECD) and UNESCO are active in this area, and several current international research and development projects in environmental education have professional development as their focus. This article reviews two such contemporary international projects, noting that each purports to adopt participatory research (usually in the form of action research) in their curriculum development and professional development activities. We will identify some similarities and some differences between these two approaches, and consider them in relation to other approaches adopting participatory research, with a view to contributing to further understanding about the role of participatory research in professional development in this field, especially the tension between contextuality and universality.  \nThe two projects we draw upon in this way are:  \n• the Organisation for Economic Co-operation and Development’s Centre for Educational Research and Innovation (OECD-CERI) project“Environment and School Initiatives”(ENSI) a project in professional development in environmental education that has involved some 20 countries for 13 years. One of us has three years’ experience in this project as a country representative; the other has 13 years’ experience, formerly as a country representative and more recently as project director.  \n• the AusAID project “Educating for Socio-Ecological Change: Capacity Building in Environmental Education, Focusing on South Africa’s Tertiary educators.” This is a two-year project managed by IDP Education Australia that involves collaboration among eight tertiary institutions in two countries (South Africa and Australia). The project focuses on research-based approaches to curriculum development and professional development in a range of settings in South Africa. One of the authors is the Australian project director for this project.  \nIn terms of structure, the article will outline each of these projects, drawing largely","cbCaioUqNUl3eHaS","https://ap.wps.com/l/cbCaioUqNUl3eHaS","pdf",167013,"English","# Abstract\n## International projects and participatory approaches\n## OECD-CERI Environmental and School Initiatives (ENSI)\n## AusAID and capacity building for socio-ecological change\n## Issues emerging for professional development","[{\"question\":\"What two international projects does the article focus on?\",\"answer\":\"The article focuses on the OECD-CERI project “Environment and School Initiatives” (ENSI) and the AusAID project “Educating for Socio-Ecological Change: Capacity Building in Environmental Education” for tertiary educators.\"},{\"question\":\"How does the article characterize professional development in these projects?\",\"answer\":\"Both projects frame professional development through participatory, research-based approaches, often using action research within curriculum development and related professional development activities.\"},{\"question\":\"What key tension does the article emphasize?\",\"answer\":\"The article emphasizes the tension between contextuality and universality and discusses how participatory research contributes to understanding this interplay in professional development.\"}]","Recent International Developments in Professional Development in Environmental Education - Reflections and Issues | PDF",1792084615,48]