Teaching comes naturally – or does it? : environmental education in Indian primary schools and the impediments of its application from teachers’ perspectives
(2020) MIDM19 20201Department of Human Geography
LUMID International Master programme in applied International Development and Management
- Abstract
- Environmental Education [EE] was created in the pursuit of providing specific targets to promote environmental, knowledge, attitudes, skills, participation and creating the societal shift. India was perhaps one of the first nations to have internalized EE in primary school curriculums, however, its application is still far from flawless. Teachers have often been observed as they take a central role within education, however, what current studies lack is to provide a clear link between What role do teachers’ life experiences and beliefs play in the formation of their attitude towards the implementation of EE in their subject? and How do teachers perceive barriers to EE and how are these linked to their attitudes? The following study... (More)
- Environmental Education [EE] was created in the pursuit of providing specific targets to promote environmental, knowledge, attitudes, skills, participation and creating the societal shift. India was perhaps one of the first nations to have internalized EE in primary school curriculums, however, its application is still far from flawless. Teachers have often been observed as they take a central role within education, however, what current studies lack is to provide a clear link between What role do teachers’ life experiences and beliefs play in the formation of their attitude towards the implementation of EE in their subject? and How do teachers perceive barriers to EE and how are these linked to their attitudes? The following study combines the Model of Environmental Education Commitment and the Ham and Sewing Framework for Classifying Barriers to EE and through qualitative interviews and Q- Methodology that helps uncover peoples’ perceptions is able to categorize the teachers. The study has uncovered that their experiences, beliefs, and attitudes towards EE directly interact with the barriers to EE and determine whether teachers are highly motivated and innovative in overcoming them, whether they take a passive role or even are themselves the barriers. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9008889
- author
- Kralovicova, Barbara LU
- supervisor
-
- Moira Nelson LU
- organization
- course
- MIDM19 20201
- year
- 2020
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- environmental education, EE, teachers, barriers, Ham and Sewing, Framework for Classifying Barriers to EE, Q-Method
- language
- English
- id
- 9008889
- date added to LUP
- 2020-06-12 16:54:22
- date last changed
- 2020-06-12 16:54:22
@misc{9008889, abstract = {{Environmental Education [EE] was created in the pursuit of providing specific targets to promote environmental, knowledge, attitudes, skills, participation and creating the societal shift. India was perhaps one of the first nations to have internalized EE in primary school curriculums, however, its application is still far from flawless. Teachers have often been observed as they take a central role within education, however, what current studies lack is to provide a clear link between What role do teachers’ life experiences and beliefs play in the formation of their attitude towards the implementation of EE in their subject? and How do teachers perceive barriers to EE and how are these linked to their attitudes? The following study combines the Model of Environmental Education Commitment and the Ham and Sewing Framework for Classifying Barriers to EE and through qualitative interviews and Q- Methodology that helps uncover peoples’ perceptions is able to categorize the teachers. The study has uncovered that their experiences, beliefs, and attitudes towards EE directly interact with the barriers to EE and determine whether teachers are highly motivated and innovative in overcoming them, whether they take a passive role or even are themselves the barriers.}}, author = {{Kralovicova, Barbara}}, language = {{eng}}, note = {{Student Paper}}, title = {{Teaching comes naturally – or does it? : environmental education in Indian primary schools and the impediments of its application from teachers’ perspectives}}, year = {{2020}}, }