ČINČERA, Jan, Barbora VALEŠOVÁ, Šárka KŘEPELKOVÁ, Petra ŠIMONOVÁ and Roman KROUFEK. Place-based education from three perspectives. Environmental Education Research. Abingdon: Routledge, Taylor & Francis, 2019, vol. 25, No 10, p. 1510-1523. ISSN 1350-4622. doi:10.1080/13504622.2019.1651826.
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Basic information
Original name Place-based education from three perspectives
Authors ČINČERA, Jan (203 Czech Republic, guarantor, belonging to the institution), Barbora VALEŠOVÁ (203 Czech Republic, belonging to the institution), Šárka KŘEPELKOVÁ (203 Czech Republic, belonging to the institution), Petra ŠIMONOVÁ (203 Czech Republic, belonging to the institution) and Roman KROUFEK (203 Czech Republic).
Edition Environmental Education Research, Abingdon, Routledge, Taylor & Francis, 2019, 1350-4622.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50300 5.3 Education
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
WWW URL
Impact factor Impact factor: 2.266
RIV identification code RIV/00216224:14230/19:00110448
Organization unit Faculty of Social Studies
Doi http://dx.doi.org/10.1080/13504622.2019.1651826
UT WoS 000481297100001
Keywords in English Place-based education; community-based project; students’ participation; qualitative research
Tags rivok
Tags International impact, Reviewed
Changed by Changed by: Bc. Blanka Farkašová, učo 97333. Changed: 10. 1. 2020 08:38.
Abstract
This article examines the perception of the Czech place-based education program School for Sustainable Development from the perspectives of the participating students, teachers, and representatives of the local municipalities. The study is based on an analysis of paired or group interviews with 47 students, 7 teachers, and 6 representatives. The findings show that while the teachers perceived the process of the students’ involvement in planning and conducting a community-based project as highly participative, the students’ opportunities to shape the process through making their own decisions were rather limited and the teachers kept control over important parts of the process to themselves. While the cooperation of the schools with their respective municipalities was appreciated by most of the respondents, several barriers have been identified. Participation in the project has likely increased the teachers’ self-effectiveness, developed the students’ interpersonal competence, and improved the atmosphere at the schools involved.
Links
CZ.02.3.68/0.0/0.0/16_011/0000672, interní kód MUName: CIVIS: zaostřeno na občanské a sociální kompetence (Acronym: CIVIS)
Investor: Ministry of Education, Youth and Sports of the CR, Priority axis 3: Equal access to high-quality pre-school, primary and secondary education
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