Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development
Languages of publication
The paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.
- Aalsburg Wiessner, C., & Mezirow, J. (2000). Theory building and the search for common ground. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 329-358). San Francisco, CA: Jossey-Bass.
- Ahteenmaki-Pelkonen, L. (2002). Transformative adult learning: A systematic analysis of Jack Mezirow's conceptions. Thresholds in Education, 28(3), 2-10.
- Birmingham, C. (2004). Phronesis: A model for pedagogical reflection. Journal of Teacher Education, 55(4), 313-324. DOI: 10.1177/0022487104266725.[Crossref]
- Bradbury, H. (2003). Sustaining inner and outer worlds: A whole-systems approach to developing sustainable business practices in management. Journal of Management Education, 27(2), 172-187. DOI: 10.1177/1052562903251414.[Crossref]
- Bradbury Huang, H. (2010). What is good action research?: Why the resurgent interest? Action Research, 8(1), 93-109. DOI: 10.1177/1476750310362435.[Crossref]
- Bradbury, H., & Mainemelis, C. (2001). Learning history and organizational praxis. Journal of Management Inquiry, 10(4), 340-357. DOI: 10.1177/1177/1056492601104008.[Crossref]
- Bradbury, H., & Reason, P. (2003). Action research: An opportunity for revitalizing research purpose and practices. Qualitative Social Work, 2(2), 155-175. DOI: 10.1177/1 473325003002002003.[Crossref]
- Brereton, D. P. (2009). Why sociocultural anthropology needs John Dewey's evolutionary model of experience. Anthropological Theory, 9(5), 5-32. DOI: 10.1177/14634996091 03545.[Crossref][WoS]
- Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research, 1(1), 9-28. DOI: 10.1177/14767503030011002.[Crossref]
- Chandler, D., & Torbert, B. (2003). Transforming inquiry and action: Interweaving 27 flavors of action research. Action Research, 1(2), 133-152. DOI: 10.1177/147675030300 12002.[Crossref]
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London and New York: Routledge Falmer.
- Cranton, P. (2000). Individual differences and transformative learning. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 181-204). San Francisco, CA: Jossey-Bass.
- Fisher, K., & Phelps, R. (2006). Recipe or performing art?: Challenging conventions for writing action research thesis. Action Research, 4(2), 143-164. DOI: 10.1177/1476750 306063989.[Crossref]
- Flyvbjerg, B. (2004). Phronetic planning research: Theoretical and methodological reflections. Planning Theory & Practice, 5(3), 283-306. DOI: 10.1080/1464935042000250 195.[Crossref]
- Gedžūne, I., & Gedžūne, G. (2010). Features of inclusion in education: Tendencies in contemporary research and pre-service teachers' views. Dimenzie občianstva a výchova [Dimensions of citizenship and education]. Proceedings of the 8th International Conference for Civic Education, 10-12 February 2010 (pp. 288-304). Bratislava, Hungary: KEVON.
- Geske, A., & Grīnfelds, A. (2006). Izglītības pētniecība [Educational research]. Rīga: LU Akadēmiskais apgāds.
- Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. Retrieved June 20, 2010, from http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf
- Grint, K. (2007). Learning to lead: Can Aristotle help us find the road to wisdom? Leadership, 3(2), 231-246. DOI: 10.1177/1742715007076215.[Crossref]
- Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105-112.[Crossref][PubMed]
- Ilisko, D. (2006). Ecofeminism - a healing perspective for reshaping religious education. In M. De Souza, G. Durka, K. Engebretson, R. Jackson & A. McGrady (Eds.), International Handbook of Religion and Education (pp. 127-140). Dordrecht, the Netherlands: Springer.
- Iliško, D. (2007). Teachers as agents of societal change. Journal of Teacher Education for Sustainability, 7, 14-26.
- Kasper, D. V. S. (2009). Ecological habitus: Toward a better understanding of socioecological relations. Organization and Environment, 22(3), 311-326. DOI: 10.1177/10 86026609343098.[Crossref]
- Kinsler, K. (2010). The utility of educational action research for emancipatory change. Action Research, 8(2), 171-189. DOI: 1.1177/1476750309351357.
- Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179-193.
- Mayring, P. (2000, June). Qualitative content analysis [28 paragraphs]. Forum: Qualitative Social Research, 1(2). Retrieved May 31, 2010, from http://www.qualitativeresearch.net/index.php/fqs/article/view/1089/2386
- Mezirow, J. (2000). Learning to think like and adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-34). San Francisco, CA: Jossey-Bass.
- Moore, J. (2005). Is higher education ready for transformative learning? A question explored in the study of sustainability. Journal of Transformative Education, 3(1), 76-91. DOI: 10.1177/1541344604270862.[Crossref]
- Mosquin, T., & Rowe, S. (2004). A manifesto for Earth. Biodiversity, 5(1), 3-9.
- Naess, A. (1989). Ecology, community and lifestyle. Cambridge, UK: Cambridge University Press.
- O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. London, New York: Zed Books, in association with University of Toronto Press, Toronto.
- Pipere, A., & Salite, I. (2006). Educational action research in teacher education: Fostering research skills. Proceedings of Asia-Pacific Educational Research Association International Conference Educational Research, Policy and Practice in an Era of Globalization, 28-30 November 2006 (CD, Q61, 15 pages). Hong-Kong: Hong Kong Institute of Education.
- Reason, P. (1999). Integrating action and reflection through co-operative inquiry. Management Learning, 30(2), 207-226. DOI: 10.1177/1350507699302007.[Crossref]
- Reason, P. (2003). Pragmatist philosophy and action research: Readings and conversation with Richard Rorty. Action Research, 1(1), 103-123. DOI: 10.1177/147675030300110 07.[Crossref]
- Reason, P. (2006). Choice and quality in action research practice. Journal of Management Inquiry, 15(2), 187-203. DOI: 10.1177/1056492606288074.[Crossref]
- Reason, P. (2007). Education for ecology: Science, aesthetics, spirit and ceremony. Management Learning, 38(1), 27-44. DOI: 10.1177/1350507607073021.[Crossref]
- Rolfe, G. (2006). Validity, trustworthiness and rigour: Quality and the idea of qualitative research. Journal of Advanced Nursing, 53(3), 304-310.[WoS][Crossref]
- Ryland, E. (2000). Gaia rising: A Jungian look at environmental consciousness and sustainable organizations. Organization & Environment, 13(4), 381-402. DOI: 10.1177/1086 026600134001.[Crossref]
- Salīte, I. (2002). Teachers' views on the aim of education for sustainable development. Journal of Teacher Education and Training, 1, 68-80.
- Salīte, I. (2006). Aim of education in the context of present and future educational issues: Perspective of teachers. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes" (Vol. 1, pp. 390-407). Daugavpils: Daugavpils University Publishing House "Saule".
- Salīte, I. (2008). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10, 5-16.
- Salīte, I., Gedžūne, G., & Gedžūne, I. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14-30. DOI: 10.2478/v10099-009-0037-y.[Crossref]
- Salīte, I. Mičule, I. Kravale, M. Iliško, Dz. & Stakle, A. (2007). Toward sustainability in teacher education: Promise of action research. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes" (Vol. 2, pp. 263-292). Daugavpils: Daugavpils University Academic Press "Saule".
- Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17). Retrieved September 30, 2011, from http://PAREonline.net/getvn.a sp?v=7&n=17
- Taylor, K. (2000). Teaching with developmental intention. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 151-180). San Francisco, CA: Jossey-Bass.
- Winter, G. (2000, March). A comparative discussion of the notion of ‘validity’ in qualitative and quantitative research [58 paragraphs]. The Qualitative Report [On-line serial], 4(3/4). Retrieved April 4, 2010, from http://www.nova.edu/ssss/QR/QR43/winter.html
Publication order reference