Evaluation Tool for Teachers' Training Projects of Environmental Education

By Kalathaki, Maria | International Journal of Education, January 1, 2015 | Go to article overview

Evaluation Tool for Teachers' Training Projects of Environmental Education


Kalathaki, Maria, International Journal of Education


Abstract

In the field of the implementation of innovative interdisciplinary projects such as the Environmental Education Projects and Adult Education, last years' great effort was to create criteria-quality indicators. The criteria of relevance between Environmental Education Projects and Adult Education prepared for the purposes of this research are quantified expression of the contact points of Adult Education and Environmental Education. They referred to the research questions, such as study of the existing situation and assessment of significant data for designing a training project, determination of the scope and objectives of the educational project, description of the content project, selection of pedagogical and teaching methods, techniques and educational resources, determination of requirements for the implementation of the project, prediction of mechanisms for dissemination of the project results.

Keywords: Environmental Education, Teachers' Training, Evaluation Tool, Adult Education

1. Introduction

According to the Council of the European Commission, the motivation, skills and competences of teachers, trainers, other teaching staff and guidance and welfare services, as well as the quality of school leadership, are key factors in achieving high quality learning outcomes (CEC, 2007). Eight key competences are identified, which are communication in the mother tongue; communication in foreign languages; basic competences in maths, science and technology; digital competence; learning to learn; Interpersonal, intercultural and social competences, and civic competence; entrepreneurship cultural expression. These are underpinned by basic skills, and include 'horizontal components' such as critical thinking, creativity, the European dimension, and active citizenship. Taken together, and into account in a training program design, they contribute to achieve personal fulfilment, active participation and improvement of person's employability. The changes are global. Globalisation is a multiple layered phenomenon that has economic, political, social and cultural dimensions.

In Greece, teaching and trainees' profession is not taught, in generally, but practiced empirically. The acquired teaching experience, as it does not fall within appropriate standards, has negative effect on teaching work because, unwittingly, it reproduces the teaching experience gained from the passed educational system that usually reflects the traditional one (Kokkos, 2008). Within the last years, the interest in the implementation of educational programs of Environmental Education (EE) has been widened, encouraged and supported by the educational authorities and the local government. Moreover, the need of transformation of the role of the school in modern society, by experiential way of learning in combination with the social demand for internal reform of schools and opening in the local community created the conditions for the promotion of EE in schools (UNESC, 2004).

The main axes of designing an AE project are determination of the target group, methods and techniques to be followed, the purpose and objectives of the project, the infrastructure of the project (costs, especially personnel undergoing training, educational material, sites), planning and the schedule of the project, the development of mechanisms for management, administration and coordination, project evaluation (Vergidis, 1999; Kapsalis & Papastamatis, 2000). In the field of the implementation of innovative interdisciplinary projects such as the EE programs and AE, the last years, great effort is being given to create criteria-quality indicators (Dimitropoulos, 1999; Hesselink et al, 2000; Wong & Yeung, 2003; McKeown, 2011; EKDDA 2013). The criteria of relevance between EE programs and AE prepared for the purposes of this research are quantified expression of the contact points of EE and AE.

The Research Questions were: study of the existing situation and assessment of significant data for designing a training project, determination of the scope and objectives of the educational project, description of the project content, selection of pedagogical and teaching methods, techniques and educational resources, determination of requirements for the implementation of the project, prediction of mechanisms for dissemination of the project results. …

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