ABSTRACT
Teaching is value-laden. Teachers’ personal values influence how they teach and their professional relationships. Furthermore, teachers may be expected to engage with a school’s expressed values. This chapter examines how teachers in a high school related to the school’s values, with implications for how they may engage with ESD/GC. It concludes that purposeful, supported involvement with school values can transform a teachers’ perspective, leading to a reshaping of their personal and professional values. A similar, focussed approach to ESD/GC curriculum and its associated values could lead to ESD/GC having more profound impact in school settings, beyond education and towards personal formation.
