Abstract We conducted a case study of a rural primary school in Mexico. Its teachers consented to introducing an EE model using PAR methodology. Our objective was to analyse how PAR can generate specific issue-related understandings in teachers, thus resolving the gap between EE theories and practices. We conducted a qualitative study and implemented non-participatory observations of teachers’ classes, participatory observation of school routines, and elaboration of field notes. We also conducted semi-structured interviews before and after a specified period. The results showed that, before using PAR techniques, EE teachers’ conception and practice were focused on providing and analysing information related to caring for the environment. Afterwards, their conceptions and practices appeared more action-oriented. These teachers were not specialists in EE and they had not had any prior related training; nevertheless, the Mexican curriculum for primary schools states that teachers should incorporate EE into their lessons with a cross-curricular perspective.

中文翻译：

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参与式行动研究 (PAR) 和环境教育 (EE)。墨西哥与乡村小学教师的经历

摘要 我们对墨西哥的一所农村小学进行了案例研究。其教师同意使用 PAR 方法引入 EE 模型。我们的目标是分析 PAR 如何在教师中产生与特定问题相关的理解，从而解决 EE 理论与实践之间的差距。我们进行了一项定性研究，并实施了对教师课堂的非参与式观察、对学校日常活动的参与式观察以及现场笔记的详细阐述。我们还在特定时间段之前和之后进行了半结构化访谈。结果表明，在使用PAR技术之前，EE教师的概念和实践侧重于提供和分析与爱护环境相关的信息。之后，他们的观念和实践就显得更加行动化了。这些教师不是电子工程方面的专家，也没有接受过任何相关培训；尽管如此，墨西哥小学课程规定教师应以跨课程的视角将 EE 纳入他们的课程。