Delineating the Role of Environmental Adult Educators: Drawing Critical Considerations from an Empirical Case Study

Autor/inn/en	Gavrilakis, Costas; Daskolia, Maria; Blintziou, Eirini
Titel	Delineating the Role of Environmental Adult Educators: Drawing Critical Considerations from an Empirical Case Study
Quelle	In: Environmental Education Research, 27 (2021) 2, S.157-174 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1790503
Schlagwörter	Case Studies; Environmental Education; Adult Education; Adult Educators; Teacher Attitudes; Nongovernmental Organizations; Educational Experience; World Views; Conservation (Environment); Teacher Characteristics; Barriers; Foreign Countries; Teacher Role; Informal Education; Profiles; Teacher Qualifications; Greece + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Umweltbildung; Umwelterziehung; Umweltpädagogik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungserfahrung; World view; Weltanschauung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ausland; Lehrerrolle; Informelle Bildung; Nichtformale Bildung; Charakterisierung; Profilanalyse; Lehrqualifikation; Griechenland
Abstract	Current sustainability challenges call for strengthening educational efforts and research beyond formal school practice, in the context of Environmental Adult Education (EAE). The study reported here focuses on exploring the profile and practice of Greek environmental adult educators. Based on semi-structured interviews conducted with 11 EAE practitioners working with some of the most prominent Greek environmental NGOs, the study delves into the role of an environmental adult educator. Qualitative content analysis indicated that participants are highly educated professionals from diverse scientific backgrounds, whose careers started as volunteers in the same NGO, or as formal education teachers. Own educational experiences and personal worldviews, the NGO's mission and professional socialization are reported as important motivational factors to pursue EAE. They draw the profile of a qualified EA educator as combining specialised knowledge, competencies, values and a vision. Their mission is perceived as primarily promoting environmental conservation through indirect action. They endorse mainly the role of co-learner, reflective practitioner and experience facilitator. Structural barriers, such as inadequate funding, multiple duties, and lack of time, seem to undermine their efforts, although educational challenges, such as how to encourage adults to revisit their acquired knowledge or how to overcome lack of interest, stand out as important challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01