Personal theory and training in quality of environmental education. The secondary education teachers’ views

Stagnation and marginalization of Environmental Education in Greek school reality, despite its internationally recognized contribution to promotion of educational and social reforms, raises strong concerns for viability of the institution. The relevant bibliographic review highlighted the role of environmental training to promote and upgrade the quality of educational programs, but also the teachers" personal theory to maximize the benefits of training. Thus, the present research, which was carried out in the context of the writer’s postgraduate studies at the Hellenic Open University (2013 - 2014), attempted to feature how training and personal educational theory about Environmental Education are reflected in Secondary Education teachers’ quality of practice, adopting a qualitative methodological approach with semi-structured interviews and implementation of content analysis for conclusions. The results showed the importance of training and the need for continuous feedback of personal educational theory and training to optimize the quality and viability of Environmental Education.