Environmental education in colleges of education in Ghana: experiences and perceptions of environmental educators

Atuguba, Juliet Atawuula (2019). Environmental education in colleges of education in Ghana: experiences and perceptions of environmental educators. University of Birmingham. Ph.D.

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In 2002, a Ghana Education Review Committee identified that lack of environmental literacy hinders sustainable development (GMoE, 2007) and the 2007 Educational Reforms recommended integration of environmental education (EE) into basic and secondary schools. Although sustainability appears in environmental and sometimes political discourses in Ghana, most citizens are still not environmentally conscious. Permanently tied and yet often not attended to with regards to EE, are teachers who are tasked to teach young learners to become environmentally educated and exhibit sustainable behaviour, yet, not much research has been done involving EE teachers. Using phenomenological research design, experiences and perceptions of EE teachers in Colleges of Education in Ghana were explored via interviews. Among others, findings showed that teachers’ experiences influenced their practice. Also, when not involved in curriculum development processes, teachers found ways of teaching what they thought students should know. It is suggested that training of college teachers should explore their personal values, attitudes, and behaviour towards the environment and EE, promote effective teaching practices and offer consistent continuous professional development that addresses same, because, it is what teachers think, informed by their experiences that ultimately shapes the kind of learning that young people get.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
Licence: All rights reserved
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: Other
Other Funders: Ghana Education Trust Fund
Subjects: G Geography. Anthropology. Recreation > GE Environmental Sciences
H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Q Science > Q Science (General)
URI: http://etheses.bham.ac.uk/id/eprint/9462


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