256
include place-based practices that allow teachers to realise the scientific, social,
economic, political and cultural dimensions of the environmental problems
(Gruenewald 2003). However, such projects that highlight the role of citizens and
governmental collective bodies in solving environmental problems are rare, and
research on environmental action projects in teacher education is limited (Green
et al. 2016). According to Green et al. (2016) if we want teachers to connect students to the natural environment and their communities, then it is essential to engage
teachers in environmental action projects in the community that prompt them to
critically assess the complexities, patterns and politics contained in environmental
problems and therefore help teachers to clarify their own values and actions in terms
of local and global environmental issues.
Furthermore, teachers’ professional development could be situated in practice,
and moves from awareness to a progressive refinement of the understanding of the
new ideas through cycles of co-design and learning from peers. Co-design is an
important element of learning in the contemporary professional development of
teachers (Kyza and Nicolaidou 2016; Kyza and Georgiou 2014). In such TPD
approach teachers are engaged in multiple roles such as learners, designers, innovators, and reflective practitioners (Kyza and Georgiou 2014), which allow them to
better understand their multiple roles and to reflect on their own practices as well as
those of their peers (Kyza et al. 2018).
15.6 Educational Institutions and Education
for Environmental Citizenship
What is the role of schools in Education for Environmental Citizenship? What strategies should educational institutions and systems apply that can foster Environmental
Citizenship? Schools and educational institutions, including those from non-formal
education settings such as environmental education centres and natural history
museums, should adopt Education for Environmental Citizenship in their daily educational practice. Once the importance of Education for Environmental Citizenship
is recognised, it could be integrated into their environmental policy and promoted
using a targeted strategic plan. Schools need to realise and accept their role and
place in society as agents for change and in the transformation of the environment
and society towards a more sustainable, responsible and fairer world in the frames
of Environmental Citizenship. Of course there are difficulties as well as obligations
in this attempt. School communities should be aware of environmental issues and
have the determination and ability to improve environmental conditions. They have
one of the most significant roles to play and this is to provide a democratic context
for shared values as well as for the development of spiritual and moral dimensions
of Environmental Citizenship (Ashley 2000). All these are important because the
ability to ‘take action’ – understood as a conscious action than as an instinctive
response – is a prerequisite for actions of Environmental Citizenship (Carlsson and
Jensen 2006). In addition, school communities should not focus only on purely
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi
include place-based practices that allow teachers to realise the scientific, social,
economic, political and cultural dimensions of the environmental problems
(Gruenewald 2003). However, such projects that highlight the role of citizens and
governmental collective bodies in solving environmental problems are rare, and
research on environmental action projects in teacher education is limited (Green
et al. 2016). According to Green et al. (2016) if we want teachers to connect students to the natural environment and their communities, then it is essential to engage
teachers in environmental action projects in the community that prompt them to
critically assess the complexities, patterns and politics contained in environmental
problems and therefore help teachers to clarify their own values and actions in terms
of local and global environmental issues.
Furthermore, teachers’ professional development could be situated in practice,
and moves from awareness to a progressive refinement of the understanding of the
new ideas through cycles of co-design and learning from peers. Co-design is an
important element of learning in the contemporary professional development of
teachers (Kyza and Nicolaidou 2016; Kyza and Georgiou 2014). In such TPD
approach teachers are engaged in multiple roles such as learners, designers, innovators, and reflective practitioners (Kyza and Georgiou 2014), which allow them to
better understand their multiple roles and to reflect on their own practices as well as
those of their peers (Kyza et al. 2018).
15.6 Educational Institutions and Education
for Environmental Citizenship
What is the role of schools in Education for Environmental Citizenship? What strategies should educational institutions and systems apply that can foster Environmental
Citizenship? Schools and educational institutions, including those from non-formal
education settings such as environmental education centres and natural history
museums, should adopt Education for Environmental Citizenship in their daily educational practice. Once the importance of Education for Environmental Citizenship
is recognised, it could be integrated into their environmental policy and promoted
using a targeted strategic plan. Schools need to realise and accept their role and
place in society as agents for change and in the transformation of the environment
and society towards a more sustainable, responsible and fairer world in the frames
of Environmental Citizenship. Of course there are difficulties as well as obligations
in this attempt. School communities should be aware of environmental issues and
have the determination and ability to improve environmental conditions. They have
one of the most significant roles to play and this is to provide a democratic context
for shared values as well as for the development of spiritual and moral dimensions
of Environmental Citizenship (Ashley 2000). All these are important because the
ability to ‘take action’ – understood as a conscious action than as an instinctive
response – is a prerequisite for actions of Environmental Citizenship (Carlsson and
Jensen 2006). In addition, school communities should not focus only on purely
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi