Measuring Professional Action Competence in Education for Sustainable Development (PACesd)

Autor/inn/en	Sass, Wanda; Claes, Ellen; Pauw, Jelle Boeve-de; De Maeyer, Sven; Schelfhout, Wouter; Van Petegem, Peter; Isac, Maria Magdalena
Titel	Measuring Professional Action Competence in Education for Sustainable Development (PACesd)
Quelle	In: Environmental Education Research, 28 (2022) 2, S.260-275 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sass, Wanda) ORCID (Claes, Ellen) ORCID (Pauw, Jelle Boeve-de) ORCID (De Maeyer, Sven) ORCID (Schelfhout, Wouter) ORCID (Van Petegem, Peter) ORCID (Isac, Maria Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1976731
Schlagwörter	Sustainable Development; Teaching Methods; Environmental Education; Self Efficacy; Pedagogical Content Knowledge; Guidelines; Elementary School Teachers; Secondary School Teachers; Psychometrics; Questionnaires; Validity; Reliability; Factor Analysis; Construct Validity; Faculty Development; Educational Needs; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Richtlinien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Psychometry; Psychometrie; Fragebogen; Gültigkeit; Reliabilität; Faktorenanalyse; Educational need; Bildungsbedarf; Ausland; Belgien
Abstract	Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: 'PACesd-Q'. This questionnaire was administered to a sample of 557 primary and secondary school in-service teachers in Flanders, Belgium. The instrument's psychometric quality was assessed in terms of its reliability, construct, and criterion-related validity. Results of reliability analysis and hierarchical (second-order) confirmatory factor analysis provided evidence of good measurement properties of the instrument in terms of reliability and construct and criterion-related validity. We suggest the instrument can be successfully used to provide educational practitioners with a tool to monitor and eventually identify professional development needs regarding education for sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01