Characterizing the Motives and Environmental Literacy of Undergraduate and Graduate Students Who Elect Environmental Programs - A Comparison between Teaching-Oriented and Other Students

Autor/inn/en	Alkaher, Iris; Goldman, Daphne
Titel	Characterizing the Motives and Environmental Literacy of Undergraduate and Graduate Students Who Elect Environmental Programs - A Comparison between Teaching-Oriented and Other Students
Quelle	In: Environmental Education Research, 24 (2018) 7, S.969-999 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1362372
Schlagwörter	Environmental Education; Elective Courses; Course Selection (Students); Knowledge Level; Literacy; Undergraduate Students; Learning Motivation; Education Majors; Nonmajors; Comparative Analysis; Sustainability; Foreign Countries; Self Concept; Change Agents; Role Models; Interdisciplinary Approach; Student Behavior; Israel + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Elective course; Wahlkurs; Course selection; Student; Students; Kurswahl; Wissensbasis; Alphabetisierung; Schreib- und Lesefähigkeit; Motivation for studies; Lernmotivation; Nachhaltigkeit; Ausland; Selbstkonzept; Identifikationsfigur; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Student behaviour; Schülerverhalten
Abstract	One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01