A Bridge Between School and Family: How Environmental Education Coordinators Collaborate with Students’ Parents

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F25%3AA2603BTX" target="_blank" >RIV/61988987:17450/25:A2603BTX - isvavai.cz</a>

Výsledek na webu

<a href="https://www.dpublication.com/conference-proceedings/index.php/WORLDTLE/article/view/1364" target="_blank" >https://www.dpublication.com/conference-proceedings/index.php/WORLDTLE/article/view/1364</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33422/worldtle.v2i1.1364" target="_blank" >10.33422/worldtle.v2i1.1364</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A Bridge Between School and Family: How Environmental Education Coordinators Collaborate with Students’ Parents

Popis výsledku v původním jazyce

This qualitative study explores how environmental education coordinators (EECs) working in primary schools in the Moravian-Silesian Region engage with pupils’ parents. The main objective is to better understand how this cooperation functions in practice, what strategies coordinators use, and what obstacles or supporting factors they encounter.Data were collected through semi-structured interviews with ten coordinators selected based on their experience in implementing environmental activities and engaging parents. Thematic analysis (Braun &amp; Clarke, 2006) was used to identify key themes and deeper patterns in their responses.The analysis revealed three main thematic areas: (1) the role of the coordinator, including motivation, skills, and barriers; (2) parental attitude and involvement, particularly regarding communication and expectations; and (3) contextual factors such as support from school leadership, staff relationships, and institutional conditions.Findings indicate that successful cooperation is influenced not only by the coordinator’s personal engagement but also by the overall school culture and openness to parental involvement. Lack of leadership support and limited collaboration with colleagues were identified as key challenges to long-term sustainability.The study offers practical recommendations to support EECs – especially in terms of institutional backing, opportunities for professional development, and peer learning across schools. It also contributes to a deeper understanding of an under-researched aspect of environmental education: the role of school-family cooperation.

Název v anglickém jazyce

A Bridge Between School and Family: How Environmental Education Coordinators Collaborate with Students’ Parents

Popis výsledku anglicky

This qualitative study explores how environmental education coordinators (EECs) working in primary schools in the Moravian-Silesian Region engage with pupils’ parents. The main objective is to better understand how this cooperation functions in practice, what strategies coordinators use, and what obstacles or supporting factors they encounter.Data were collected through semi-structured interviews with ten coordinators selected based on their experience in implementing environmental activities and engaging parents. Thematic analysis (Braun &amp; Clarke, 2006) was used to identify key themes and deeper patterns in their responses.The analysis revealed three main thematic areas: (1) the role of the coordinator, including motivation, skills, and barriers; (2) parental attitude and involvement, particularly regarding communication and expectations; and (3) contextual factors such as support from school leadership, staff relationships, and institutional conditions.Findings indicate that successful cooperation is influenced not only by the coordinator’s personal engagement but also by the overall school culture and openness to parental involvement. Lack of leadership support and limited collaboration with colleagues were identified as key challenges to long-term sustainability.The study offers practical recommendations to support EECs – especially in terms of institutional backing, opportunities for professional development, and peer learning across schools. It also contributes to a deeper understanding of an under-researched aspect of environmental education: the role of school-family cooperation.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of The World Conference on Teaching, Learning, and Education

ISBN

—

ISSN

3030-1580

e-ISSN

3030-1580

Počet stran výsledku

9

Strana od-do

13-21

Název nakladatele

Diamond Scientific Publishing

Místo vydání

Vilnius

Místo konání akce

Copenhagen

Datum konání akce

25. 7. 2025

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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