Unveiling in-service teachers’ conceptions of ‘environment’ and ‘environmental education’: an Ethiopian perspective

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Underpinned by the premise that teachers’ conceptions determine their lesson planning and instructional practices, the study elucidates the prevalent ideas of teachers about two basic constructs: environment and environmental education. The study applied a phenomenographic framework to identify patterns in the conceptions of 17 primary school teachers in Ethiopia. The analysis relating to conceptions of ‘environment’ distinguished three distinctive categories: (1) object-focused—environment as an isolated physical entity, (2) utility-based—environment as a resource for human benefit and well-being, and (3) interactional-environment as a web of relationships between humans and natural elements. Most teachers had an object-focused perspective. Teachers’ ideas about ‘environmental education’ similarly generated three core categories: (1) knowledge acquisition—in the form of environmental information to be passed on to pupils, (2) utilization of resources—as a means to exploit natural resources, and (3) care for the environment—as a key means by which to educate citizens about desired pro-environmental behaviours. The knowledge-centred category was the most dominant conception. Finally, the authors found that teachers who viewed the environment through an object lens understood environmental education as knowledge-centred education. The implications of these findings in informing professional development activities and directions for further research are presented.