Environmental Education

Middle School Teachers' Perceptions

Abstract

Data from interviews with teachers in three South Yorkshire middle schools about their perceptions of environmental education is presented with that from observation of their class- and field-work practice with Year 1 and Year 4 children. Key issues which emerge against the background of recent legislation are: (1) perceptions match practice better in Year 4 than Year 1, highlighting the need for whole school policies; (2) perceptions and practice focus more on the development of skills than concepts, values and attitudes, pointing out the need for greater attention to these objectives; and (3) perceptions indicate the importance of laying foundations/ but in practice building on them was not apparent, pointing out the need for more emphasis on continuity and progression.