Development and Validation of a Questionnaire on Teachers' Instructional Beliefs and Practices in Education for Sustainable Development

Autor/inn/en	Sinakou, Eleni; Donche, Vincent; Boeve-de Pauw, Jelle; Van Petegem, Peter
Titel	Development and Validation of a Questionnaire on Teachers' Instructional Beliefs and Practices in Education for Sustainable Development
Quelle	In: Environmental Education Research, 27 (2021) 9, S.1305-1328 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinakou, Eleni) ORCID (Donche, Vincent) ORCID (Boeve-de Pauw, Jelle) ORCID (Van Petegem, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1921115
Schlagwörter	Test Construction; Test Validity; Questionnaires; Teacher Attitudes; Environmental Education; Sustainable Development; Holistic Approach; Factor Analysis; Teaching Methods; Test Reliability; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Fragebogen; Lehrerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Holistischer Ansatz; Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Testreliabilität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Belgien
Abstract	Holistic and pluralistic instructional beliefs and instructional practices in Education for Sustainable Development are often considered of high importance to foster students' competences. This mixed-method study describes the development and the validation of the Holism-Pluralism in Education for Sustainable Development questionnaire (HPESD-Q) to measure teachers' instructional beliefs and their instructional practices in ESD. The development process includes a survey to choose participants for interviews, review from an expert team, cognitive testing, pilot-testing and the main-run study. Confirmatory factor analysis, reliability and intercorrelations analysis were applied in the validation process. The final version of the HPESD-Q consists of the Instructional Beliefs scales and the Instructional Practices scales. Both have good fit-of-goodness indicators (CLI = 0.992, TLI = 0.9891, RMSEA = 0.030 and CLI = 0.984, TLI = 0.980, RMSEA = 0.043, respectively). The Cronbach's [alpha] for the scales range from 0.90 to 0.97, indicating good internal consistency, while the intercorrelations indicate good discriminant validity. The results indicate the potential of the questionnaire for research and practice in ESD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01