Explorando as percepções e práticas de Professores em treinamento para ensino em consciência ambiental no Punjab
DOI:
https://doi.org/10.23925/2179-3565.2022v13i2p124-134Palavras-chave:
Práticas, Consciência Ambiental, Formandos, Educação AmbientalResumo
O presente estudo teve como objetivo avaliar as percepções, crenças e práticas de professores em formação sobre a consciência ambiental. Seguiu-se um desenho de pesquisa de pesquisa para descobrir as frequências/porcentagens dos respondentes. A população acessível desta pesquisa incluiu os professores em formação de universidades de formação de professores do setor público de Punjab. Uma amostra de 350 respondentes foi selecionada por meio de uma técnica de amostragem estratificada. Um questionário adaptado foi utilizado para obter as respostas dos professores em formação quanto ao seu conhecimento sobre consciência ambiental. O estudo concluiu que a inclusão da educação ambiental no currículo e o papel ativo dos professores na proteção ambiental foram as principais percepções dos professores em formação. Da mesma forma, as principais crenças envolvidas na consciência ajudam os alunos a explorar a relação entre educação ambiental e questões sociais, ações estritas, ações estritas contra a organização que produz poluição e efeito igual da poluição ambiental em cada indivíduo. As professoras estavam mais envolvidas em garantir um ambiente limpo em comparação com os professores em formação. Foi recomendado que os formuladores de políticas se concentrassem em incluir a educação ambiental como parte essencial do currículo dos programas de formação de professores. Os professores do sexo masculino são mais solicitados a melhorar as práticas de consciência ambiental.Referências
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