The Lagoon as a Space for Thought: Transformative Narratives of Teachers

Purpose: This article aims to explore how teachers perceive their relationship with the environment and how this perception shapes their professional identity within the Kindergarten of the Lagoon project. Design/Approach/Method: Emotional textual analysis (ETA) and hermeneutic phenomenological analysis (HPA) were used to examine transformations in affective symbolization processes related to both the project and the lagoon environment. Data were collected through three focus groups with teachers, designed as reflective spaces for discussing their educational practices and professional roles. Findings: The findings highlight the transformative potential of combining outdoor education and learning with structured reflective practices. Teachers reported significant changes in their connection to the environment (place-based education) and in their sense of professional identity. These shifts underscore how promoting early childhood education for sustainability (ECEfS) can reshape teaching approaches and strengthen teachers’ sense of purpose. Originality/Value: The research offers new insights into the role of outdoor education in fostering both ocean literacy and teachers’ professional development.