Рostgraduate student of Institute of Psychological-Pedagogical Problems of Childhood of Russian Academy of Education (Moscow, Russia)
Olga A. Zikova
2011, 3
p. 62-65
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The analysis of teaching practices of 30 preschool teachers through interview and observation, allowed distinguishing four teaching styles:
1. Formal. Teachers formally admit that ecological education is important for the new generation, but it remains of little or no personal value. They teach careful treatment of the environment and at the same time show no personal example. The consumerist’ approach prevails.
2. Informative. Teachers perform ecological informing rather than teaching. External motivation is apparent – children know much, therefore they are ecologically educated.
3. Enclosed ecological teaching. Teachers teach to care for the environment, take part in school yard improvement and local ecological initiatives. However, they lack in teaching skills to transfer their knowledge of and devotion to nature on to children.
4. Open ecological teaching. Teachers possess necessary teaching skills to share their passion for environment, are emotionally involved in questions of care for nature and pose as living example for their pupils on the subject of ecological education.