Assessment of a teacher training program in environmental education on knowledge, attitudes and practices
Main Article Content
Keywords
Teacher training, Environmental education, Action research, Perceptions
Abstract
This study evaluated the change in teachers’ Knowledge, Attitudes, and Practices resulting from a teacher training program in Environmental Education implemented with 18 teachers from educational institutions in Florencia, Caquetá. A mixed-methods study was conducted using a quasi-experimental pretest–posttest design, complemented by qualitative analysis. Quantitative results showed significant improvements in Knowledge and Practices, with large effect sizes, while Attitudes exhibited positive but non-significant changes. Qualitatively, participants highlighted the contextual relevance of the program and the applicability of active methodologies. A positive correlation was identified between the increase in knowledge and the implementation of environmental pedagogical practices. The study concludes that contextualized teacher training based on participatory methodologies fosters the appropriation of knowledge and its transfer to the classroom, although strengthening attitudes requires longer-term processes.
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Sandra Liliana Amézquita Galindo, University of the Amazon, Colombia
PhD candidate in Education and Environmental Culture at the University of the Amazon. Master of Science in Biological Sciences. Specialist in Pedagogy and University Teaching. Teacher at the Sacred Hearts Educational Institution, Florencia-Caquetá, Colombia.
Néncer Losada Salgado, University of the Amazon, Colombia
Doctor of Social Sciences, Childhood and Youth. Professor in the Doctoral Program in Education and Environmental Culture. University of the Amazon. Faculty of Education.