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Analysis of teacher interviews and lesson plans over three years identifies barriers teachers faced and the changes that occurred during implementation. Environmental education is framed as more than a superficial “walk in the park,” becoming a pathway for teacher and school-wide growth. Teachers’ experiences also strengthened teaching methods and built a community of practice within the school.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/not-just-a-walk-in-the-park-case-study-of-a-greek-preschool-located-on-an-educational-farm/596713/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/not-just-a-walk-in-the-park-case-study-of-a-greek-preschool-located-on-an-educational-farm/596713.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What setting and curriculum focus does the preschool case study describe?","Question",{"text":112,"@type":113},"The case study covers a private preschool in Thessaloniki located on an educational farm, where the curriculum focuses on environmental education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper characterize environmental education’s impact on teachers and the school?",{"text":117,"@type":113},"Environmental education is described as a personal growth journey that improves teaching methodology and creates a community of practice within the school.",{"name":119,"@type":110,"acceptedAnswer":120},"What limiting factors affect teachers when implementing environmental education in Greece?",{"text":121,"@type":113},"The paper highlights limitations such as lack of proper training, insufficient time and space in the curriculum, state testing and standards, lack of funding and transportation, strict curriculum constraints, safety issues, and weather conditions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596713,1792172064,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Not Just a Walk in the Park: Case Study of a Greek  \nPreschool Located on an Educational Farm  \nEugenia Iskos, Perrotis College of Thessaloniki, Greece & Stella Karakosta, Aristotle University of Thessaloniki, Greece  \nAbstract  \nThis paper presents a case study of a private preschool in Thessaloniki, Greece. The school, located at the unique setting of an educational farm, has a curriculum focus on environmental education. An analysis of teacher interviews and lesson plans in the span of three years presents insights into the barriers teachers faced in implementing their environmental education curriculum, and the developments that occurred within this timeframe. Environmental education was found to not just be “a walk in the park,” but a personal growth journey for the teachers and the school as a whole. Teachers’ experiences implementing environmental education did not only improve their teaching methodology overall, but created a community of practice within the school.  \nLe présent article expose l’étude decasd’une école maternelle privée à Thessalonique, en Grèce. Cette école, située dans le contexte unique que constitue une ferme éducative, est dotée d’un programme axé sur l’éducation environnementale. L’analyse d’entretiens d’enseignants et de plans de cours sur une durée de trois ans, à l’aide d’un outil d’analyse de données qualitatives assisté par ordinateur, a donné des éclaircissements sur les obstacles qu’ont connus ces enseignants dans la mise en œuvre de leur programme d’enseignement environnemental et sur le cours des évènements pendant cette période. L’éducation environnementalen’était pas seulement une « promenade de santé », mais aussi une aventure où lesenseignants et l’école ont pu grandir. L’expérience des professeurs dans la mise en œuvre de l’éducation environnementale a non seulement amélioré leur méthoded’enseignement en général, elle a également créé une communauté de pratique au sein de l’école.  \nKeywords: environmental education, early childhood education, farm-school, community of practice, case study, interviews  \nIntroduction  \nCurrent State of Environmental Education in Greece  \nEnvironmental education in Greece is part of the National Curriculum for Kindergarten and is integrated as an interdisciplinary subject. Its aim is to increase student awareness of the impact of human interaction with the natural and social  \n46 Canadian Journal of Environmental Education, 20, 2015  \nenvironments, and to engage students into action to address environmental issues. The environment is perceived holistically with the inclusion of all its dimensions:  \nnatural, artificial, structured, socio-economic, and historical (OGG, 2003) .  \nAccording to some Greek scholars (e.g. , Malandrakis & Chatzakis, 2014; Valavanidis & Vlachogianni, 2011), the current state of environmental education in Greece is problematic. In general, the Greek educational system is rigid inform and many decisions are made “from above.” Environmental education has brought new and pioneering educational practices in Greece but as a consequence, teachers and educational policy officials end up “baptizing” many projects applied at school as environmental education without special regard to their context. Apart from that, environmental education programs in Greece often lack the appropriate teaching methodology and have a narrow, technocratic focus that excludes social and political viewpoints (Chatziparakevaidis, 2008) . Malandrakis and Chatzakis (2014) summarize the current state of environmental education in Greece, highlighting the need for greater administrative and scientific support for teachers to reform curricula and improve teaching, so as to integrate environmental education in a more holistic manner.  \nLimiting Factors in Teaching Environmental Education  \nOne of the most common limiting factors in teaching environmental education is a lack of proper training. Environmental education is not a standard part of teacher training progr","cbCaih4c1iK2rR7x","https://ap.wps.com/l/cbCaih4c1iK2rR7x","pdf",1603105,17,"English","# Introduction\n## Current State of Environmental Education in Greece\n## Limiting Factors in Teaching Environmental Education\n## Exposure to Natural Settings at Schools","[{\"question\":\"What setting and curriculum focus does the preschool case study describe?\",\"answer\":\"The case study covers a private preschool in Thessaloniki located on an educational farm, where the curriculum focuses on environmental education.\"},{\"question\":\"How does the paper characterize environmental education’s impact on teachers and the school?\",\"answer\":\"Environmental education is described as a personal growth journey that improves teaching methodology and creates a community of practice within the school.\"},{\"question\":\"What limiting factors affect teachers when implementing environmental education in Greece?\",\"answer\":\"The paper highlights limitations such as lack of proper training, insufficient time and space in the curriculum, state testing and standards, lack of funding and transportation, strict curriculum constraints, safety issues, and weather conditions.\"}]","Not Just a Walk in the Park - Case Study of a Greek Preschool Located on an Educational Farm | PDF",1792083576,43]