Emancipatory or instrumental? Students' and teachers'
perceptions of the implementation of the EcoSchool program

J 2019

Emancipatory or instrumental? Students' and teachers' perceptions of the implementation of the EcoSchool program

ČINČERA, Jan; Jelle BOEVE-DE PAUW; Daphne GOLDMAN a Petra ŠIMONOVÁ

Základní údaje

Originální název

Emancipatory or instrumental? Students' and teachers' perceptions of the implementation of the EcoSchool program

Autoři

ČINČERA, Jan ; Jelle BOEVE-DE PAUW; Daphne GOLDMAN a Petra ŠIMONOVÁ

Vydání

Environmental Education Research, Abingdon, Routledge, Taylor & Francis Group, 2019, 1350-4622

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

článek

Impakt faktor

Impact factor: 2.266

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14230/19:00108919

Organizační jednotka

Fakulta sociálních studií

Klíčová slova anglicky

EcoSchool; emancipatory pedagogy; instrumental pedagogy; empowerment; satisfaction; environmental education

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 24. 10. 2019 12:48, Mgr. Blanka Farkašová

Anotace

V originále

We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of ownership of success, loss of meaning of the program, or satisfaction with their participation in the EcoSchool program. The findings support the relevance of the emancipatory approach: students’ perceived participation predicts both their satisfaction with the program and perceived ownership of the success of their EcoTeams. Unexpectedly, the study also found that another factor predicting the program’s effectiveness is the level of students’ control over nonparticipating students.

Návaznosti

MUNI/A/1158/2018, interní kód MU

Název: Současné environmentální výzvy II - Cesty k udržitelnější a spravedlivější společnosti

Investor: Masarykova univerzita, Současné environmentální výzvy II - Cesty k udržitelnější a spravedlivější společnosti, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

Přiložené soubory

Emancipatory_or_instrumental_Students_and_teachers_perceptions_of_the_implementation_of_the_EcoSchool_program.pdf

Požádat o autorskou verzi souboru

Citovat

ČINČERA, Jan; Jelle BOEVE-DE PAUW; Daphne GOLDMAN a Petra ŠIMONOVÁ. Emancipatory or instrumental? Students' and teachers' perceptions of the implementation of the EcoSchool program. Environmental Education Research. Abingdon: Routledge, Taylor & Francis Group, 2019, roč. 25, č. 7, s. 1083-1104. ISSN 1350-4622. Dostupné z: https://doi.org/10.1080/13504622.2018.1506911.

@article{1465736,
   author = {Činčera, Jan and Boeveandde Pauw, Jelle and Goldman, Daphne and Šimonová, Petra},
   article_location = {Abingdon},
   article_number = {7},
   doi = {https://doi.org/10.1080/13504622.2018.1506911},
   keywords = {EcoSchool; emancipatory pedagogy; instrumental pedagogy; empowerment; satisfaction; environmental education},
   language = {eng},
   issn = {1350-4622},
   journal = {Environmental Education Research},
   title = {Emancipatory or instrumental? Students' and teachers' perceptions of the implementation of the EcoSchool program},
   url = {https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1506911},
   volume = {25},
   year = {2019}
}

TY  - JOUR
ID  - 1465736
AU  - Činčera, Jan - Boeve-de Pauw, Jelle - Goldman, Daphne - Šimonová, Petra
PY  - 2019
TI  - Emancipatory or instrumental? Students' and teachers' perceptions of the implementation of the EcoSchool program
JF  - Environmental Education Research
VL  - 25
IS  - 7
SP  - 1083-1104
EP  - 1083-1104
PB  - Routledge, Taylor & Francis Group
SN  - 13504622
KW  - EcoSchool
KW  - emancipatory pedagogy
KW  - instrumental pedagogy
KW  - empowerment
KW  - satisfaction
KW  - environmental education
UR  - https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1506911
L2  - https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1506911
N2  - We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of ownership of success, loss of meaning of the program, or satisfaction with their participation in the EcoSchool program. The findings support the relevance of the emancipatory approach: students’ perceived participation predicts both their satisfaction with the program and perceived ownership of the success of their EcoTeams. Unexpectedly, the study also found that another factor predicting the program’s effectiveness is the level of students’ control over nonparticipating students.
ER  -

ČINČERA, Jan; Jelle BOEVE-DE PAUW; Daphne GOLDMAN a Petra ŠIMONOVÁ. Emancipatory or instrumental? Students' and teachers' perceptions of the implementation of the EcoSchool program. \textit{Environmental Education Research}. Abingdon: Routledge, Taylor \&{} Francis Group, 2019, roč.~25, č.~7, s.~1083-1104. ISSN~1350-4622. Dostupné z: https://doi.org/10.1080/13504622.2018.1506911.

Přehled o publikaci