MODELLING AND REFLECTION ON INSTRUCTIONAL ACTIVITIES (MARIA) FRAMEWORK: THE VOICE OF PARTICIPANTS IN THE TAP-TS PROJECT

The EU Teacher Academy Project -Teaching Sustainability (TAP-TS), running from June 2022 until July 2025, aims to strengthen the sustainability education competences of European primary and secondary level student teachers, teacher educators and teachers, according to the GreenComp framework (Bianchi et al., 2022).This was achieved through the co-creation, piloting, and implementation of Learning and Teaching Packages (LTPs), participation in international teacher development courses, and engagement in an international community of practice.This communication presents an experimental framework developed within the project, called MaRIA (Modelling and Reflection on Instructional Activities), designed to foster a reflective approach based on experiences around teaching sustainability within the activities integrated in the LTPs.The TAP-TS MaRIA' framework includes three levels of engagement -students, schools and wider community -and seven dimensions of reflection transversal to the three levels.This framework guides the follow-up activities in each LTP to encourage a focused reflection on the learning experiences about sustainability that are provided, but can also be used in other moments of the LTP creation process.By using various data collection methods in the LTPs implementation -such as participant-produced materials and videos -reflections from teacher educators, in-service teachers, school leaders and future teachers regarding teaching sustainability were gathered.In the present communication a diversified set of reflections of participants about the TAP-TS project driven by the use of the framework will be also presented.The results of the application of the MaRIA framework within the context of the TAP-TS activities, suggest that it is a relevant tool for promoting deeply reflections across different dimensions of instructional activities for teaching sustainability.In the future, creating more opportunities to use the MaRIA framework will enhance our understanding of its impact on educational material creation and broaden leaders, teachers' and future teachers' perspectives on teaching sustainability.