Centra environmentálního vzdělávání z pohledu učitelů

Abstract

The study presents a survey conducted at the set of teachers (N=165) participating in the network for instructional support in environmental education M.R.K.R.V. and Mrkvička. The survey was focused on the meaning of the centers for the respondents and the reasons for choosing some of the offered services. The results suggest that teachers interpret the role of the environmental education centers as irreplaceable and that they highly appreciate the level of the offered services. They use mainly the short educational programs, they use their services repeatedly in a year, and their choice is based by their previous good experience, its cost, and distance. The study also discusses some of the issues associated with these results.

We love them anyway: outdoor environmental education programs from the accompanying teachers’ perspective

“…First, the teachers are often the ones who decide whether the class will participate and the ones who choose a particular program. Program selection may be affected by external factors, such as program cost or geographical distance (Ballantyne & Packer, 2006;Činčera & Havlíček, 2016;Smith-Sebasto, 2006). Prioritizing lower-priced residential programs may lead teachers to select ones of insufficient length and weak quality or effectiveness (Rickinson et al, 2004;Zelezny, 1999).…”

“…In the Czech Republic, residential programs are organized by most elementary schools; and in most cases they do so without any external assistance. When a program provided by an outdoor center is chosen, the cooperation between the school and the center is often based on the destination model, with the schools seen as clients who contract external services (Ballantyne & Packer, 2006;Činčera and Havlíček, 2016;Činčera, 2013).…”

Odkud a kam směřuje venkovní výuka? Historie, současnost a trendy ve venkovní výuce v kontextu vzdělávacích teorií

“…Na zajištění krátkodobých a pobytových programů organizovaných externími subjekty se nejčastěji podílejí centra environmentálního vzdělávání, se kterými spolupracuje téměř 80 % ze vzorku 645 škol (Činčera et al, 2016). U externích subjektů si školy nejčastěji objednávají krátké několikahodinové výukové programy, pobytové programy si oproti tomu objednávalo pouze 16 % ze vzorku 165 škol (Činčera & Havlíček, 2016).…”