Education for Sustainability: A Case Study of Preservice Primary Teachers' Knowledge and Efficacy

Autor/inn/en	Effeney, Gerard; Davis, Julie
Titel	Education for Sustainability: A Case Study of Preservice Primary Teachers' Knowledge and Efficacy
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 5, Artikel 3 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Case Studies; Elementary School Teachers; Sustainability; Preservice Teachers; Self Efficacy; Knowledge Base for Teaching; Teaching Methods; Foreign Countries; Surveys; Student Attitudes; Pedagogical Content Knowledge; Metropolitan Areas; Environmental Education; Scores; Statistical Analysis; Preservice Teacher Education; Factor Analysis; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Nachhaltigkeit; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Survey; Umfrage; Befragung; Schülerverhalten; Pädagogische Kompetenz; Ballungsraum; Umweltbildung; Umwelterziehung; Umweltpädagogik; Statistische Analyse; Lehramtsstudiengang; Lehrerausbildung; Faktorenanalyse; Australien
Abstract	This study investigated the relationships between knowledge and efficacy for teaching sustainability in a sample of 266 pre-service primary teachers at a large, metropolitan university in Australia. A survey gathered information about the participant's attitudes and self-efficacy for education for sustainability, along with their perceived and actual knowledge of environmental sustainability issues. The participants typically believed they were confident in their abilities to engage with education for sustainability with self-efficacy increasing with increased levels of perceived knowledge. However no relationship was found between perceived knowledge and actual knowledge which suggests that the participants either do not feel constrained by their lack of knowledge, or are perhaps unaware of their actual knowledge of sustainability issues. This lack of relationship may have implications for the development of pedagogical content knowledge with pre-service teachers potentially developing shallow, tokenistic approaches to Education for Sustainability. (Contains 7 tables and 2 figures.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10