| Abstract |
The title of this research is: ‘Τhe participation of teachers in Environmental Education programs and its significance for the formation of their professional identity’. The purpose of this study is to examine the very important issue of the construction of the professional identity, as well as how this concept -of professional identity- is affected by teachers’ involvement in programs of Environmental Education at school. Specifically, we will try to analyze those factors that construct and affect the professional identity and then, through empirical study, we will attempt to explore if teachers’ perspectives on their professional identity change, because of their participation in Environmental Education. In the theoretical part, we will inquire the notions of ‘self’, ‘identity’ and ‘professional identity’ and emphasize on the factors that seem to be important to the construction of professional identity. Moreover, we will present the theoretical framework of Environmental Education and the mode of its implementation in Greece. Then, in the research part of the thesis, we will focus on the correlation between theory and research findings, in order to answer our research questions: 1) How is the professional identity of teachers who participate in environmental education constructed? 2) How important do teachers consider their own participation in environmental programs of school? And 3) In which way is their involvement -in environmental education- related with their professional identity.
For this research, 14 secondary education teachers -that have been involved in EE projects in 4 schools in a greek urban center: 2 general schools and 2 ‘peiramatika’ schools (1 gymnasium, 1 lyceum from each category)- were interviewed. The interviews were transcribed and analysed according to the research questions and the themes of the teachers’ professional identity, identified in the literature. That is: a) status of identity (developed/ ever developing), b) definition of action (self/ hetero), c) recognition from others (students/ parents/ other teachers). At the end, three different types of teachers were identified in relation to the analysis criteria (Type 1, type 2, type 3).
This typology of three different types of participation and implementation of programs EE, was based on a combination of elements which correspond exactly, to
[4]
the different ways in which participation in Environmental Education programs are associated with the understanding of professional identity of teachers. In particular: (a) the first type of teachers' participation in the programs of EE, is describing as a part of continuous personal and professional development ∙ (b) the second type of teachers' participation in the EE programs, is associated with the understanding of their role as servants-catechists ∙ finally, (c) the third type of teachers' participation in EE programs, is presenting as a part of social recognition strategies, which increase and improve their status within the school context. From the analysis of the empirical material, was emerged the conclusion that the relationship between the professional identity of teachers and their participation in EE programs, is bidirectional. The configured professional identity of teachers, affects both: their decision to participate in EE programs and the way in which they act within these programs. At the same time, however, teachers’ participation in environmental programs, also affects the process of construction of their professional identity.
|
Η συμμετοχή εκπαιδευτικών σε προγράμματα περιβαλλοντικής εκπαίδευσησ και η σημασία της στη συγκρότηση της επαγγελματικής τους ταυτότητας
