Education for sustainability: teachers conceptualize their new role by participatory action research

Education for sustainability calls for a change in the frame of reference towards the world and therefore a profound change of the conventional education approach is required. This article presents a process of change in teachers' paradigmatic conception of their role: from knowledge-agents to moderators who encourage learning processes in their classroom, by developing a curriculum using action research. Analyzing teachers' reflection meetings revealed the introspection process they went through, as a result of listening to their students. It highlights the unique contribution of the action research approach to position the person as an integral part of the social-ecological system; a conception which is a foundation of education for sustainability