<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Teachers who are specialized in environmental education (environmental education school coordinators<xref ref-type="fn" rid="fn1_w2aab2b8b6b1b7b1ab1aaAa"><sup>1</sup></xref>) can play an important role in empowering students to shape a sustainable future. In this study, the authors examined a group of Czech environmental education school coordinators. The authors aimed to clarify how they interpret their role at their respective schools, how they perceive their self-efficacy, and what they observe as benefits and barriers to their work as a coordinator. They conducted a qualitative study with focus groups and completed individual in-depth interviews with the coordinators. The results suggest that the coordinators view their work as a mission. The ultimate goal of this mission is to change the children’s behavior to make it more pro-environmental, and, at the same time, to establish this effort as a commitment of the whole school. The authors identified different forms of mission, described development in time and connected them with the perceived self-efficacy of the coordinators.</p></abstract>

Teachers who are specialized in environmental education (environmental education school coordinators1) can play an important role in empowering students to shape a sustainable future. In this study, the authors examined a group of Czech environmental education school coordinators. The authors aimed to clarify how they interpret their role at their respective schools, how they perceive their self-efficacy, and what they observe as benefits and barriers to their work as a coordinator. They conducted a qualitative study with focus groups and completed individual in-depth interviews with the coordinators. The results suggest that the coordinators view their work as a mission. The ultimate goal of this mission is to change the children’s behavior to make it more pro-environmental, and, at the same time, to establish this effort as a commitment of the whole school. The authors identified different forms of mission, described development in time and connected them with the perceived self-efficacy of the coordinators.

Do Environmental Education School Coordinators Have a Mission?

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Do Environmental Education School Coordinators Have a Mission?"}

Teachers who are specialized in environmental education (environmental education school coordinators1) can play an important role in empowering students to...

Do Environmental Education School Coordinators Have a Mission?

Online veröffentlicht: 08. Juni 2016

Seitenbereich: 23 - 36

DOI: https://doi.org/10.1515/dcse-2016-0002

Schlüsselwörter
environmental education, EE school coordinators, teacher training, teachers’ self-efficacy

© 2016 Daugavpils University

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Do Environmental Education School Coordinators Have a Mission?

Online veröffentlicht: 08. Juni 2016

Seitenbereich: 23 - 36

DOI: https://doi.org/10.1515/dcse-2016-0002

Schlüsselwörterenvironmental education, EE school coordinators, teacher training, teachers’ self-efficacy

© 2016 Daugavpils University

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
environmental education, EE school coordinators, teacher training, teachers’ self-efficacy