Unveiling in-service teachers’ conceptions of ‘environment’ and ‘environmental education’: an Ethiopian perspective

Abstract

Underpinned by the premise that teachers’ conceptions determine their lesson planning and instructional practices, the study elucidates the prevalent ideas of teachers about two basic constructs: environment and environmental education. The study applied a phenomenographic framework to identify patterns in the conceptions of 17 primary school teachers in Ethiopia. The analysis relating to conceptions of ‘environment’ distinguished three distinctive categories: (1) object-focused—environment as an isolated physical entity, (2) utility-based—environment as a resource for human benefit and well-being, and (3) interactional-environment as a web of relationships between humans and natural elements. Most teachers had an object-focused perspective. Teachers’ ideas about ‘environmental education’ similarly generated three core categories: (1) knowledge acquisition—in the form of environmental information to be passed on to pupils, (2) utilization of resources—as a means to exploit natural resources, and (3) care for the environment—as a key means by which to educate citizens about desired pro-environmental behaviours. The knowledge-centred category was the most dominant conception. Finally, the authors found that teachers who viewed the environment through an object lens understood environmental education as knowledge-centred education. The implications of these findings in informing professional development activities and directions for further research are presented.

Keywords:

• Conceptions of the environment
• environmental education in Ethiopia
• phenomenography
• primary schools
• in-service teachers’ conceptions

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

This work was supported by the BDU-NORHED Project (grant code: QZA 0483 ETH-16/0029).

Additional information

Notes on contributors

Mulugeta Awayehu Gugssa

Mulugeta Awayehu is a PhD student at the Department of Teacher Education, NTNU. He has been strongly engaged in professional development of teachers particularly in the area of environmental education. His research interests include environmental education, education for sustainable development, family environmental education, and environmental adult education.

Jørund Aasetre

Jørund Aasetre is an associate professor at the Department of Teacher Education/Department of Geography, NTNU. He has experiences of teaching and doing research on nature management, as well as teaching social studies education with emphasis on geography for teachers.