Effective teacher professional development in Hawaiʻi necessitates a framework for inclusive and equitable science education that cultivates both personal and professional identities. This study examines the development of teacher eco-identity utilizing an ecological research approach, predicated on the integration of diverse epistemologies and the establishment of a robust community of practice. The research followed elementary and secondary educators who voluntarily participated in a Kumu (Teacher) Network established in partnership with an ʻāina-based (land-based) educational organization. The intervention consisted of monthly site-based meetings where participants shared pedagogical models, supplemented by Saturday field experiences. These field sessions facilitated direct engagement with community partners to address critical ecological issues within local watersheds. Data from this longitudinal study demonstrate the efficacy of the collective in shaping educator perspectives. The findings indicate that an ʻāina-based education (ABE) model significantly nurtures and strengthens teacher eco-identity. Consequently, this model offers a viable pathway for professional development that is culturally responsive, contextually grounded, and capable of fostering long-term educational equity in science curricula.

Authors:
Sheri Fitzgerald, Leeward Community College, United States

About the Presenter(s)
Dr. Sheri T. Fitzgerald is currently an instructor in the Alternative Certification for CTE Licensure Program at Leeward Community College, located on Oʻahu island in Hawaiʻi. Her current project is focused on secondary science teacher eco-identity.

Connect on Linkedin
https://www.linkedin.com/in/sheri-fitzgerald-33887927/

See this presentation on the full schedule – Monday Schedule

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