Present, Absent, or Tardy? A Study of the Barriers, Bridges, and Beliefs Concerning Environmental Education among a Cohort of Sixth Grade Teachers in Nova Scotia

Autor/inn/en	Spence, Elizabeth; Wright, Tarah; Castleden, Heather
Titel	Present, Absent, or Tardy? A Study of the Barriers, Bridges, and Beliefs Concerning Environmental Education among a Cohort of Sixth Grade Teachers in Nova Scotia
Quelle	In: Applied Environmental Education and Communication, 12 (2013) 3, S.197-206 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2013.838874
Schlagwörter	Grade 6; Elementary School Teachers; Foreign Countries; Environmental Education; Teacher Attitudes; Barriers; Teaching Methods; Semi Structured Interviews; Educational Finance; Pedagogical Content Knowledge; Values; Outcomes of Education; Time Management; Scheduling; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsfonds; Pädagogische Kompetenz; Wertbegriff; Lernleistung; Schulerfolg; Zeitmanagement; Disposition; Qualitative Forschung; Kanada
Abstract	The increasing importance of formal environmental education underscores a teacher's role in the development of knowledge, attitudes, and actions toward nature. This qualitative study explores how a cohort of sixth grade teachers (18) in Nova Scotia conceptualize environmental education and perceive teaching challenges. Data were collected through semistructured interviews and subjected to thematic analysis. Findings suggest that integrating environmental education into a classroom depends on teacher values and that a lack of financial and curricular resources, education, and support cause marginalization in these teachers' classrooms. Five different challenges (a lack of access to nature, few hands on experience opportunities, too much information, lack of interconnected thinking in schools, and lack of willingness to change by those in charge) point to areas of environmental education research needing further investigation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10