More than Just Playing Outside: A Self-Study on Finding My Identity as an Environmental Educator in Science Education

Autor/inn/en	Gatzke, Jenna M.; Buck, Gayle A.; Akerson, Valarie L.
Titel	More than Just Playing Outside: A Self-Study on Finding My Identity as an Environmental Educator in Science Education
Quelle	In: International Journal of Environmental and Science Education, 10 (2015) 3, S.319-335 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306 3065
Schlagwörter	Environmental Education; Doctoral Programs; Science Education; Journal Writing; Student Evaluation of Teacher Performance; Self Evaluation (Individuals); Conservation (Environment); Teaching Methods; Science Teachers; Graduate Students; Professional Identity; Coding; Classification; Teacher Competencies + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Doktorandenprogramm; Naturwissenschaftliche Bildung; Zeitschriftenaufsatz; Conservation; Environment; Konservierung; Bewahung; Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Codierung; Programmierung; Classification system; Klassifikation; Klassifikationssystem; Lehrkunst
Abstract	The purpose of this study was to investigate the identity conflicts I was experiencing as an environmental educator entering a doctoral program in science education. My inquiry used self-study methodology with a variety of data sources, including sixteen weeks of personal journal entries, audio-recordings of four critical friend meetings, and three instructor evaluations completed by my students. Findings from this study show a progression of thoughts, emotions, and questions that came out of my comparisons of environmental education and science education, formal, and informal education, as well as three critical instances that led to an understanding of my own professional identity. Overarching connections were found within pedagogical practices. Implications regarding the need for life-long teacher reflection as well as suggestions for ways to build bridges across differing educational fields are discussed. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01