22 Table 6: Use of resources to support teaching related to climate change and sustainability, across reported professional development.12 Resource Training during ITE Training during NQT/ ECT year / first year of teaching Since becoming a teacher: departmental, INSET or continuing professional development Since becoming a teacher: outsideschool PD Since becoming a teacher: self-taught PD Lectures or talks 20.3% 29.4% [+] 34.1% [+] 34.2% [+] 23.5% Films and videos [+] 87.5% 88.2% 77.0% [+] 80.7% [+] 76.5% News media [+] 73.4% 76.5% 67.5% 68.3% [+] 66.0% Podcasts 14.1% 23.5% [+] 16.7% [+] 16.1% 10.0% Online resources provided by external organisations 51.6% 47.1% 61.1% [+] 62.1% [+] 57.1% Textbooks 40.6% 29.4% 28.6% 32.3% 31.8% Schemes of work [+] 59.4% 47.1% 45.2% 46.0% 44.5% Resources developed by your school or your colleagues [+] 62.5% 52.9% [+] 66.7% [+] 57.8% [+] 51.2% School buildings and grounds 18.8% 35.3% [+] 34.1% [+] 34.8% [+] 27.8% Out-of-classroom settings 25.0% 41.2% 26.2% [+] 31.1% [+] 22.9% Resources that I create [+] 75.0% 58.8% 65.9% [+] 75.8% [+] 68.7% Other 6.3% 17.6% 5.6% 7.5% [-] 5.7% These results highlight further avenues for supporting teachers to enhance their practice, including by supporting them to incorporate school buildings and grounds into their teaching related to climate change and sustainability. They also signal ways in which professional development across teachers’ careers can support more expansive, varied teaching practice – in this case, through the use of a wider range of resources. 12 The table shows the percentage of respondents who reported that they used each resource. It shows responses from those who reported different professional development in climate/sustainability: through their ITE course (67 respondents), through their NQT/ECT or first year of teaching (19 respondents), through within-school training since becoming a teacher (128 respondents), through outside-school training since becoming a teacher (166 respondents), and through self-taught training since becoming a teacher (375 respondents). These numbers of respondents reflect the base, and each person may not have answered every questionnaire item. [+/-] indicators show statistically significant differences (p < .05) across those reporting participation in the professional development compared with those who did not. An indicator of ‘[-]’ shows where those who had participated the professional development reported lower than those who had not, and an indicator of ‘[+]’ shows where those who had participated the professional development reported higher than those who had not.
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