Detecting a Sustainable Mindset through Using Content Analysis of Teacher-produced Learning Journals

Abstract

Having developed and piloted a professional development blended learning course for teachers of home economics with the purpose of promoting a sustainable mindset in their students, we used the written learning journals by the teachers during the 15-week course to detect various aspects of a sustainable mindset, which could be attributed to the course. We assumed that the learning journals of 19 participants might reveal reflections on sustainability, the pedagogy of sustainability, a positive association between sustainability and the pedagogy of sustainability, and the development of a sustainable mindset over the period of the course. The analysis confirmed that the participants reflected a great deal on learning and sustainability as the course progressed; revealing that a positive link between teaching practice and sustainability can be observed. However, the analysis also indicated some important concepts that might have been under-emphasised in the course.