Αξιολόγηση προγραμμάτων Περιβαλλοντικής Εκπαίδευσης (Master thesis)
Evaluation, as widely accepted, is a very important concept and an integral part of the educational process. Evaluation of Environmental Education programs is now considered as a necessity for evaluating the results of the program and for educating the teacher. The purpose of this research is to investigate the perceptions of the Teachers of Primary Education in Preveza regarding the evaluation of the EE programs. In the first part of our research, the theoretical framework of the study is presented in two parts: a) the conceptual presentation of the involved items and their between relationship and b) a review of literature and articles on the evaluation of EE programs in Greece and Internationally. The second part presents the research part and the research methodology. More specifically, the research questions related to: a) Teachers’ views on the criteria that determine the quality of a EE / SE program; b) Teachers' attitudes towards the notion of evaluation; c) How the teachers perceive the evaluation of a EE / SE program; d) the degree and the way teachers evaluate the EE / SE programs they are implementing, and e) how to make evaluation of an EE / SE program for the teacher more attractive. For this purpose, five focus groups and two semi-structured interviews with teachers of various specialties, who carried out Environmental Education programs in the school year 2017-18, were implemented. The data obtained, were analyzed by the thematic analysis method. The results showed that there are significant positive indications in the change of teachers’ attitudes towards the concept of evaluation, which they consider part of their working reality. It is also noted that the majority of teachers are evaluating their programs in a variety of ways, but they face objective difficulties that act as a brake on more systematic and meaningful evaluation of EE/SE programs. Finally, teachers' willingness to intensify and use evaluation in a more correct frame provided that there are a number of motives that will enhance this process. These motives according to teachers’ views should be either financial reinforcement of the program’s elements or projection of good practices to the wider educational community. However, the State is called as well, to support the programs of EE/ESD with essential interventions and enhancement of the procedure of their implementation.
|Alternative title / Subtitle:||οι απόψεις των εκπαιδευτικών της Α/θμιας Εκπαίδευσης Πρέβεζας|
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Περιβαλλοντική εκπαίδευση|
|Keywords:||Αξιολόγηση,Περιβαλλοντική Εκπαίδευση / Εκπαίδευση για την Αειφόρο Ανάπτυξη,Εκπαιδευτικό πρόγραμμα,Απόψεις,Στάσεις,Εκπαιδευτικοί Α/θμιας Εκπαίδευσης,Evaluation,Environmental Education/Education for Sustainable Development,Educational program,Views,Αttitudes,Teachers of Primary Education|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΔΕΣΠΟΙΝΑ ΜΑΥΡΙΔΟΥ 2019.pdf||1.19 MB||Adobe PDF||View/Open|
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