Pre-Service Teachers' Attitudes toward Education for Sustainability and Its Relevance to Their Learning: Implications for Pedagogical Practice

Autor/inn/en	Tomas, Louisa; Girgenti, Sarah; Jackson, Cliff
Titel	Pre-Service Teachers' Attitudes toward Education for Sustainability and Its Relevance to Their Learning: Implications for Pedagogical Practice
Quelle	In: Environmental Education Research, 23 (2017) 3, S.324-347 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2015.1109065
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Sustainability; Environmental Education; Place Based Education; Mixed Methods Research; Surveys; Likert Scales; Pretests Posttests; Attitude Measures; Attitude Change; Self Efficacy; Familiarity; Student Interests; Knowledge Level; Relevance (Education); Praxis; Practicums; Australia + Suchen Sie Ihr Suchwort? Ausland; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Survey; Umfrage; Befragung; Likert-Skala; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Wissensbasis; Relevance; Relevanz; Practicum; Praktikum; Praktika; Australien
Abstract	The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers' EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01