Abstract Despite growing interest in promoting environmental education (EE), as in other countries, its status within the formal education system in Israel is still ambiguous and its effectiveness questionable. Proceeding from the view of structure-agent interdependency, the present study focuses on teachers’ identity as key to understanding the situation in their professional field. Analysis is based on in-depth interviews with ten EE teachers in ten public elementary-schools in Israel, to investigate their occupational self-perception as part of the system in which they operate. Findings reveal an ambivalent professional identity and a weak sense of agency as EE teachers. Teachers’ impaired occupational self-image have implications for their potential role in advancing EE in particular and for the educational field in Israel in general.

中文翻译：

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以色列环境教育教师身份认同工作

摘要 尽管与其他国家一样，人们对促进环境教育 (EE) 的兴趣日益浓厚，但它在以色列正规教育系统中的地位仍然不明确，其有效性值得怀疑。本研究从结构-代理相互依存的角度出发，将教师的身份作为理解其专业领域情况的关键。分析基于对以色列 10 所公立小学的 10 名 EE 教师的深入访谈，以调查他们作为其运作系统一部分的职业自我认知。调查结果显示，作为 EE 教师，一种矛盾的职业身份和弱代理意识。教师职业自我形象受损对他们在推进 EE 和整个以色列教育领域的潜在作用具有影响。