Изменение образовательного климата: метафорический взгляд на развитие личности учителя иностранного языка в педагогическом образовании

   Образование в области изменения климата (Climate Change Education (CCE)) обычно направлено на повышение экологической грамотности, но в данном исследовании это понятие используется метафорически.

   Цель такого исследования – понять, каким образом иранские учителя английского языка формируют свою профессиональную идентичность в условиях системных сбоев.

   Опираясь на метафоры и теории идентичности учителей, 32 учителя, работавших до и во время исследования, использовали климатические метафоры (например, штормы, засухи, землетрясения), чтобы обозначить проблемы и устойчивость в меняющемся образовательном ландшафте Ирана. С помощью качественных методов – метафорических заданий, интервью и семинаров – были выявлены три закономерности: штормы означали внезапные сбои в работе (52 %), засухи – нехватку ресурсов (31 %), а землетрясения – переломные моменты в политике (17 %). Стратегии повышения устойчивости, разработанные в рамках модели педагогического образования ESA (Engage, Study, Activate – Вовлечение, Изучение, Активация), привели к созданию предлагаемой концепции ЕSА, сохраняющей прочность в меняющихся обстоятельствах. Полученные результаты дают представление о педагогическом образовании в нестабильных политических и экономических условиях.

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