Place-based education from three perspectives

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43894699" target="_blank" >RIV/44555601:13430/19:43894699 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14230/19:00110448

Výsledek na webu

<a href="https://www.tandfonline.com/doi/abs/10.1080/13504622.2019.1651826?journalCode=ceer20" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/13504622.2019.1651826?journalCode=ceer20</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13504622.2019.1651826" target="_blank" >10.1080/13504622.2019.1651826</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Place-based education from three perspectives

Popis výsledku v původním jazyce

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&apos; involvement in planning and conducting a community-based project as highly participative, the students&apos; 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&apos; self-effectiveness, developed the students&apos; interpersonal competence, and improved the atmosphere at the schools involved.

Název v anglickém jazyce

Place-based education from three perspectives

Popis výsledku anglicky

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&apos; involvement in planning and conducting a community-based project as highly participative, the students&apos; 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&apos; self-effectiveness, developed the students&apos; interpersonal competence, and improved the atmosphere at the schools involved.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Environmental Education Research

ISSN

1350-4622

e-ISSN

—

Svazek periodika

25

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

24

Strana od-do

1510-1523

Kód UT WoS článku

000481297100001

EID výsledku v databázi Scopus

2-s2.0-85070901151