Dialogic inquiry into problem-based learning in environmental education: A Ghanaian preservice teacher’s perspective
Year: 2025
Type: article
Abstract: Despite increasing global attention to learner-centered approaches in environmental education (EE), there is limited research on how preservice teachers in Ghana make sense of problem-based learning (PBL), particularly through the lens of their lived experiences and sociocultural contexts. This study addresses that gap by exploring how one Ghanaian preservice teacher constructs his understanding of PBL and environmental education using Bakhtin’s concepts of Ventriloquism and Voice. Through a dialogic analysis of a semi-structured interview, the study uncovers the multiple voices; personal, institutional, and environmental, that shape his evolving teacher identity and pedagogical vision. The findings reveal how narrative becomes a site for negotiating meaning, expressing professional intentions, and imagining education as a vehicle for environmental and social transformation. This research contributes to a growing body of work using dialogic and narrative frameworks to examine teacher development and highlights the need for more contextually grounded studies in EE and PBL within Ghana’s teacher education system.
Source: Educational Point
DOI: 10.71176/edup/16804
Authors: Elizabeth Biney, William Medina-Jerez
Institution: The University of Texas at El Paso
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413369975