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It highlights the need to re-evaluate learning purposes in the new century, since education is treated as essential for preserving life on Earth, and teachers are key professionals in this process.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Neves, Universidade Federal do Rio de Janeiro, Brazil  \nAbstract  \nOver the last century, much was researched in the field of Education, be its educational policies or more effective learning strategies. It is only recently that studies have begun to focus on the teachers. This article describes an investigation about how the knowledge of teachers working in the field of Environmental Education is formed, transformed, and accessed. For this purpose, an ethnographical study of their narratives and practices was carried out. With the new century unfolding, it seems relevant to re-evaluate our learning purposes, as Education is considered to be an essential tool for the preservation of life on Earth. As teachers are privileged professionalsin this process, elaboration of a new repertoire of professional teaching practices seems pressing.  \nRésumé  \nDepuis le siècle dernier, on afait beaucoup de recherche dans le domaine del’éducation, que ce soit sur ses politiques ou sur ses stratégies d’apprentissage plus efficaces. Ce n’est que récemment que les études ont commencé à cibler les enseignants. Cet article décrit une recherche sur comment lesavoir des enseignants qui travaillent en éducation environnementale est formé, transformé et transmis. Dans ce but, on a conduit une étude ethnographique de leurs récits et de leurs pratiques. Avec le nouveau siècle quidébute, il semble pertinent de réévaluer nos intentions en apprentissage  \npuisqu’on considère l’éducation comme un outil essentielpour lapréservation de la vie sur terre. Et comme les enseignants sont des professionnels privilégiés de ce processus, l’élaboration d’un nouveau répertoire de pratiques professionnelles en enseignement semble presser.  \nThe Beginning of the Story  \n“Would you tell me, please, which way I ought to go from here?” asked Alice.  \n“That depends a good deal on where you want to get to,” said the Cat.  \n(Carroll, 1978, p. 75)  \nCanadian Journal of Environmental Education, 10, Spring 2005 173  \nI usually say I was born an educator. As my parents’ first child, I gave them the experience of being the father and the mother of a girl in Brazil in the 1960s, during the century that has just ended. I was also the grandchild-thatlived-in-the-city for my grandparents, who were small farmers in Rio de Janeiro State countryside. When we visited them, I used to bring “the city news,” such as songs, which my grandmother greatly enjoyed. In the evening, sitting by the kitchen wood stove, the main source of energy in the region at that time, we listened to tall tales and sang. Since then, both stories and songs have played an important role in my life. Besides, it was then that I learned with my grandmother not only how to make fire but also something that today I consider one of the most relevant skills of an educator: to care.  \nIn my country they say teachers have an inborn vocation. However, we know teachers have to work hard to become good professionals. They have a set of professional skills and talents that are used in their schools everyday so they can carry out their tasks (Tardif, 2000a) . The job of a teacher is similar to that of a conductor, who leads the musicians of an orchestra to play the way he/she understands the piece. Just as conductors have music scores as their starting point, teachers have programs and objectives. As happens with conductors, it is the teacher that determines the ideal “pulse” of learning. The different groups of instruments in an orchestra are like the different groups of knowledge teachers have: the knowledge of the subjects they teach, the knowledge of educational principles and strategies, and the knowledge they acquire through personal experience. All of this knowledge depends on an inseparable duet—the “conductor” and his/her interpretation.  \nThe knowledge teachers have is part of a life long story, because educators are always ","cbCaio4yBCzuaCyd","https://ap.wps.com/l/cbCaio4yBCzuaCyd","pdf",61792,"English","# Abstract\n# The Beginning of the Story\n## Teachers’ vocation and professional skills\n## Knowledge as an evolving life-long story\n## Developing teachers’ knowledge and interdisciplinary discourse","[{\"question\":\"What is the focus of the investigation in this article?\",\"answer\":\"It investigates how teachers working in Environmental Education develop, transform, and share their knowledge through their narratives and practices.\"},{\"question\":\"How does the article describe teachers’ knowledge development over time?\",\"answer\":\"It presents teachers’ knowledge as part of a life-long story, starting in childhood and developing across their professional years and educational experiences.\"},{\"question\":\"Why does the article argue that education should be re-evaluated in the new century?\",\"answer\":\"Because education is viewed as an essential tool for preserving life on Earth, requiring new professional repertoires and teaching practices.\"}]","Teachers Working in the Field of Environmental Education - Musings of a Practitioner | PDF",1792085006,18]