探討參與民間環保團體活動教師的轉化實踐

Abstract

教師素養是推動環境教育的重要關鍵，然而在環境行動部分，教師面臨許多困境。研究者基於在教學現場的實務經驗以及參與民間環保團體活動的體認，思考教師角色對社會及生態的責任，發現民間環保團體是環境行動的熱源也或許是啟動教師觀點轉化的按鈕。基於此，本研究目的在瞭解教師參與民間環保團體活動、採取環境行動及實施學校環境教育之間的關係，並結合批判教育學與環境教育的觀點，探究在台灣社會脈絡下，教師為環境發聲的轉化實踐。 研究者以曾參與臺灣民間環保團體活動教師為研究對象，採用質性研究取向，經由訪談、問卷、文件收集和參與式觀察等策略獲得研究資料。本研究由66份有效問卷中，篩選14名環境行動教師進行深度訪談，並予以歸納分析。研究結果如下： 一、 問卷調查顯示，教師透過參與環保團體活動提升環境素養、教師自認環境教育專業仍需加強、學校推動環境教育的共識尚待凝聚、環境行動教師在推動學校環境教育的執行力較強且較能採取批判取向的轉化教學。 二、 歸納教師的四種轉化實踐模式：「閒雲野鶴樂活型」、「學以致用權力型」、「擇善固執行動型」、「伸張正義使命型」。 三、 影響上述四種教師轉化實踐的因素有：教師對環境議題倡議形式的理念觀點不同、教師角色所造成的壓力以及受到學校組織文化、家長觀念和升學壓力的影響。 四、 教師增能與實踐智慧的探尋：教師藉著啟動對自然環境的探索、連結個人與地方的關連性、以及對環保人士產生認同與結盟，累積個人親身體會的生命經驗，回歸到環境教育的教學場域，以學生為教學主體，深化學習者的理解。 五、 環境行動教師作為轉化型知識份子的意涵：提升環境素養、採取社會生態環境的轉化行動、採取跨越邊界策略、採取學校環境教育的轉化行動、拓展教師角色的能動性。 最後，本研究根據上述研究結果，提出對教師及民間環保團體的啟示，並對後續研究提出建議。Teachers’ capacity is the key to promoting environmental education. However, on the part of environmental actions, teachers face many predicaments. Based on the researcher’s practical experiences in the teaching field and reflections from the participation in environmental non-governmental organization activities, the researcher studied the responsibility that people in the role of a teacher have for the society and ecology and figured out the activator that facilitates teachers’ transformation of viewpoints and their environmental actions. Accordingly, the purposes of the present study are to explore the relationship between teachers’ participation in environmental non-governmental organization activities, their environmental actions, and implementation of environmental education at school as well as to examine teachers’ transformative praxis for environment in the context of Taiwanese society with the aspects of critical pedagogy and environmental education taken into consideration. The subjects of the present study are teachers who had participated environmental non-governmental organization activities in Taiwan. Qualitative methods are applied. Research data are obtained from interviews, questionnaires, collection of documents, and participatory observation. Fourteen teachers with environmental action are selected from the sixty six teachers who returned valid questionnaires and are given in-depth interviews. The interview data are then generalized and analyzed. Results of the present study are as follow. 1. The results of the questionnaires reveal that teachers raise their environmental knowledge through participation in environmental organization activities, that teachers think their expertise in environmental education still needs development, that a consensus on the promotion of environmental education at school needs to be achieved, and that teachers of environmental actions are more active in promoting environmental education at school and more capable of practicing transformative teaching from the aspect of critical thinking. 2. Teachers’ transformative praxis is generalized into the following four types: praxis out of interest, praxis out of expertise, praxis out of active participation, and praxis out of public justice. 3. Factors that affect teachers’ transformative praxis include different perspectives and ideals of ways to promote environmental issues, the stress from the role of being a teacher, as well as the pressure from school organizations and culture, parents’ viewpoints, and students’ performance on entrance exams. Last but not least, the influence from the teacher’s body, mind and spirit, his/her career plan and his/her family cannot be overemphasized. 4. An examination of teachers’ professional development and pronesis: teachers connect individuals with places, create identity and alliance with environmental protection advocators, and accumulate their own life experiences by starting to explore the natural environment. Then, they return to the teaching field of environmental education, place students as the center of teaching, and deepen learners’ comprehension. The concept that teachers of environmental actions serve as transformative intellectuals means to increase environmental knowledge, to take transformative actions of the ecological environment in this society, to use strategies of border crossing, to take actions to transform the environmental education at school, and to increase the mobility of teachers’ role. Finally, the present study, according to the above research results, offers inspiration for teachers and environmental non-governmental organizations. It also provides suggestions for further studies in the future.