Unit:
Κατεύθυνση Περιβαλλοντική Εκπαίδευση για την ΑειφορίαLibrary of the School of Philosophy
Supervisors info:
Μαρία Δασκολιά, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Φιλοσοφική Σχολή, ΕΚΠΑ
Κώστας Γαβριλάκης, Επίκουρος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Ιωαννίνων
Αναστάσιος Παπανικολάου, Επίκουρος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Κοινωνικών και Ανθρωπιστικών Επιστημών, Πανεπιστήμιο Δυτικής Μακεδονίας
Original Title:
Ταυτότητες και Νοηματοδοτήσεις της Προσωπικής Πρακτικής Εκπαιδευτικών στην Περιβαλλοντική Εκπαίδευση για την Αειφορία. Μια Αφηγηματική Έρευνα.
Translated title:
Identity Construction and Sense-making of Teachers’ Practice in Environmental Education for Sustainability. A Narrative Inquiry.
Summary:
The variety of concepts and approaches within the theory and practice of Environmental Education (EE)/ Education for Sustainable Development (ESD) provokes questions and increases the challenges with which teachers are confronted during their school practice. Furthermore, due to its radical nature, EE/ESD challenges dominant discourses of education and environment in the current school system. The current study attempts to illustrate processes and aspects of teachers΄ thinking and practice examining their lived experiences in applying EE/ESD within the context of secondary education. In order to explore in depth teachers’ interpretations of their environment-related teaching experiences, a Narrative Inquiry was carried out. Unstructured interviews with three female science teachers were conducted and analyzed using Narrative Analysis. In the teachers’ narratives six identity constructions were identified: “the caring and useful teacher”, “the creative and innovative teacher”, “the professional teacher”, “the ecologist-teacher”, “the mentor-inspirer teacher” and “the active citizen- activist teacher”. The interplay between constructed identities and teachers’ practice was also highlighted in the current study. Moreover, the efforts of the teachers in making sense of the concept of “sustainability” were illuminated through their narratives. At the same time the current study pointed out the importance of Narrative Inquiry for the examination and understanding of the teachers’ interpretations of their lived experiences while applying EE/ESD. The present study serves as a brief delineation of how narrative inquiry could bridge the gap between rhetoric and practice in EE/ESD and could become a medium for teachers’ professional development.
Main subject category:
Education - Sport science
Keywords:
Narrative inquiry, school practice, story, identity, environmental education, sustainability, education for sustainable development
Number of references:
142
