How do teachers perceive environmental responsibility?

Aarnio-Linnanvuori, Essi

doi:10.1080/13504622.2018.1506910

Cited by 38 publications

(32 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Literature points out that, as in so-called "developed" countries, paradigmatic problems of GEC such as Climate Change are perceived with great preoccupation, but this concern does not always lead to a disposition to make sacrifices to address them [26,63]. With regard to this problem, some studies indicate that the individualistic framework promoted by capitalist systems often causes a feeling of powerlessness when facing global problems [50,64]. Furthermore, people tend to hide behind the responsibility of the business sector and the political sphere in order to avoid getting involved [65], ignoring the fact that, although transformation must come from the social sphere, it is necessary to promote it from personal empowerment [64,66].…”

Section: Discussionmentioning

confidence: 99%

“…With regard to this problem, some studies indicate that the individualistic framework promoted by capitalist systems often causes a feeling of powerlessness when facing global problems [50,64]. Furthermore, people tend to hide behind the responsibility of the business sector and the political sphere in order to avoid getting involved [65], ignoring the fact that, although transformation must come from the social sphere, it is necessary to promote it from personal empowerment [64,66]. Will these teachers be able to promote change starting in the schools when they do not seem to believe in the need to modify their own lifestyles?…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training

et al. 2021

View full text Add to dashboard Cite

The aim of our research was to study attitudinal trends in Spanish trainee teachers regarding Global Environmental Change (GEC), in order to identify elements that should be enhanced in their education. The Scale of Global Environmental Change (SGEC) was used as a measurement instrument to explore attitudes on how to deal with GEC. A cluster analysis of the scores of the four SGEC factors (N = 950) was carried out in order to segment the cases into groups of similar response profiles. Two solutions are proposed: one made up of two clusters (Concerned and Disengaged) and the other of four clusters (Egocentric, Indifferent, Sceptical and Committed). Furthermore, we have analysed whether some of the students’ characteristics significantly influence their inclusion in one cluster or another. The results of this study show that among trainee teachers there are sceptical, self-centered and indifferent trends, which do not correspond to people capable of promoting the transformation needed to deal with GEC. Therefore, it is necessary to improve their training with new educational models that favour the recognition of the real origin of socio-environmental problems and provide them with skills to promote individual and social responsibility.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Similarly, it is expected that a teacher's environmental responsibility has a positive impact on his or her students' environmental responsibility. A teacher's perception of environmental responsibility has an impact on his or her teaching (Aarino‐Linnanvuori, 2019). Environmentally responsible teachers integrate their perspectives regarding the environment into their teaching (Moroye, 2009) and thus may provoke a sense of environmental responsibility among their students.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Towards an integrated model for the transference of environmental responsibility

Gilal

Channa

et al. 2020

Bus Strat Env

View full text Add to dashboard Cite

This research explores how environmental responsibility transfers to others. Although environmental responsibility is one of the most debated topics in environmental management literature, a framework describing how a teacher's environmental responsibility shapes the student's environmental responsibility is still lacking. Adopting emotional contagion theory as a lens, the paper addresses this issue via the mediation of emotional contagion and the moderation of a teacher's environmental concern. Based on a survey of teachers and students (N = 283) conducted in Pakistan, our findings provide evidence that a teacher's environmental responsibility can better transfer to students via emotional contagion. Additionally, our data establish that the transference of environmental responsibility from teachers to students via emotional contagion is more effective when the teacher has a high level of environmental concern than when he or she has a low level of environmental concern. Finally, the authors discuss the implications for policy in detail.

show abstract

“…Several of these investigations have led to substantive criticism of the proposed framework. For example, the recent work of Aarnio-Linnanvuori [42] recognizes that a model of environmental responsibility focusing on individual actions would restrict the range of possibilities of action perceived by Finnish students. From another perspective, Nikel [30] and Hasslöf and Malmberg [43] suggest that the ESD approach, together with the ambiguities that sometimes surround it, would permit spaces for conceptualization and practice that favor the subjectivation of teachers and the emergence of critical thinking in both them and their students.…”

Section: Teachers Education and The Environmentmentioning

confidence: 99%

Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change

Condeza-Marmentini

Flores-González

2019

Sustainability

View full text Add to dashboard Cite

Chilean teachers face the urgent challenge of incorporating environmental and sustainability dimensions into their teaching practices within an economic and social context of extreme neoliberalism, which has an important impact on both teaching practices and hegemonic perspectives on the environment. Therefore, this article explores the motivations that guide the environment-related practices of teachers at Chilean secondary schools. Using a framework of pragmatism and phenomenology, it addresses teachers’ meaning-making through the interpretative axes of their views on the environment and theories of education, addressing the following categories: (1) connection and consciousness; (2) participation and politics; and (3) re-thinking education. The discussion emphasizes the importance of understanding “environmental issues” in context, together with the transversal axis of social change. Teachers’ meaning-making arises from their social and historical context and can be interpreted from the standpoint of traditions of thought originating in Latin America. The article argues that the transgressive element in the studied practices is social change, understood as community action arising from a combination of critical reflection and with an emphasis on the co-production of knowledge in this collective sphere. This is experienced by the teachers as a challenge to their capacity to address the inherent uncertainty of knowledge and the projection of a utopian society as a social right.

show abstract

How do teachers perceive environmental responsibility?

Cited by 38 publications

References 34 publications

The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training

The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training

Towards an integrated model for the transference of environmental responsibility

Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change

Contact Info

Product

Resources

About