ERIC Number: EJ1455032
Record Type: Journal
Publication Date: 2025
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-4622
EISSN: EISSN-1469-5871
"Why Am I Involved in Environmental Education?" Using Narrative Inquiry to Explore the Identity and Practice of Teachers Committed to Environmental Education
Naya Grillia; Maria Daskolia
Environmental Education Research, v31 n1 p29-45 2025
Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of "Narrative Inquiry", which we adopted as our approach and methodology to look into the teachers' reflections on "why they became involved in environmental education". We discuss how engaging teachers in generative reflective processes contributes to gaining insights to environmental education "from within" and "bottom up", while allowing us to "re"-think and "re"-imagine research in the field. We argue that research can thus act as a means of supporting learning for sustainability in terms of the personal and professional development and empowerment of teachers.
Descriptors: Personal Narratives, Elementary School Teachers, Foreign Countries, Teacher Attitudes, Environmental Education, Sustainability, Self Concept, Educational Practices, Faculty Development, Ethics, Professional Identity
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A