More than a sign on the fence? Teacher learning and the Reef Guardian Schools Program in tropical Australia

Abstract

Over 190 schools in Queensland have signed up to be a Reef Guardian School in coalition with the Great Barrier Reef Marine Parks Authority. This unique program encourages schools to commit to the protection and conservation of the world heritage listed Great Barrier Reef by changing school and community practices. Examples include increased waterways protection, litter education, elimination of use of plastic bags and other initiatives.

The ARIES (2004) report into whole school approaches to sustainability states there is a need for focused research that evaluates the uptake, effect and impacts of such programs on teachers. I report on results from an original study of teachers working in regional Reef Guardian Schools in Far North Queensland. Teachers from three quite different schools were interviewed about their experiences with the program. Our analysis considers what effects the program has had on teachers' professional and personal lives.

It is widely believed that teacher learning occurs as a result of targeted professional development programs. In this study I look for evidence of teachers learning as an outcome of participating in a sustainability education program. Specifically, I ask whether teachers are thinking and doing things differently as a result of their participation in the Reef Guardian Schools Program.