Abstract:
In the search for exemplary practice, sound environmental education theory, suitable curriculum development and concurrent professional development processes, this research paper will present a case study of the teachers, students and community that constitute and support a primary school in rural Victoria in their attempts to develop their own environmental education curriculum.
Within this study there are two overlapping but essentially different research methodologies. On the one hand, a case study approach to the study has been adopted which is interpretive of the research of participants. On the other hand, the research is critical with respect to the researcher's own methodology. Furthermore, participating teachers were encouraged to adopt a critical action research perspective to their environmental education work.
The possibilities and pitfalls of action research within this primary school setting will be explored in this brief presentation.
Within this study there are two overlapping but essentially different research methodologies. On the one hand, a case study approach to the study has been adopted which is interpretive of the research of participants. On the other hand, the research is critical with respect to the researcher's own methodology. Furthermore, participating teachers were encouraged to adopt a critical action research perspective to their environmental education work.
The possibilities and pitfalls of action research within this primary school setting will be explored in this brief presentation.