Education for sustainability: teachers conceptualize their new role by participatory action research

Authors

  • Noa Avriel-Avni Dead Sea and Arava Science Center

Keywords:

Sustainability, participatory action research, teachers' education, professional development

Abstract

Education for sustainability calls for a change in the frame of reference towards the world and therefore a profound change of the conventional education approach is required. This article presents a process of change in teachers' paradigmatic conception of their role: from knowledge-agents to moderators who encourage learning processes in their classroom, by developing a curriculum using action research. Analyzing teachers' reflection meetings revealed the introspection process they went through, as a result of listening to their students. It highlights the unique contribution of the action research approach to position the person as an integral part of the social-ecological system; a conception which is a foundation of education for sustainability.

Author Biography

Noa Avriel-Avni, Dead Sea and Arava Science Center

Desert Ecology and Environmental Education, Mitzpe Ramon branch

Downloads

Published

26-06-2017

How to Cite

Avriel-Avni, N. (2017). Education for sustainability: teachers conceptualize their new role by participatory action research. Action Learning and Action Research Journal, 23(1), 7–33. Retrieved from https://alarj.alarassociation.org/index.php/alarj/article/view/175

Issue

Vol. 23 No. 1 (2017): ALARj Volume 23 No 1 June 2017

Section

Articles

License

On submission authors agree to share 50% copyright with Action Learning, Action Research Association Ltd (ALARA). On receipt of payment for public access to papers authors who are members of ALARA will receive 50% of the fee. The remaining 50% will be returned to ALARA.

ALARA is publishing both a hard copy and an electronic copy. There may be a delay in receiving the hard copy, as it is printed by an external print-on-demand publisher.