Teachers' ESD Self-Efficacy and Practices: A Longitudinal Study on the Impact of Teacher Professional Development

Autor/inn/en	Boeve-de Pauw, Jelle; Olsson, Daniel; Berglund, Teresa; Gericke, Niklas
Titel	Teachers' ESD Self-Efficacy and Practices: A Longitudinal Study on the Impact of Teacher Professional Development
Quelle	In: Environmental Education Research, 28 (2022) 6, S.867-885 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boeve-de Pauw, Jelle) ORCID (Olsson, Daniel) ORCID (Berglund, Teresa) ORCID (Gericke, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2042206
Schlagwörter	Faculty Development; Educational Practices; Environmental Education; Sustainable Development; Self Efficacy; Municipalities; Program Descriptions; Seminars; Teacher Attitudes; Measures (Individuals); Correlation; Foreign Countries; Teaching Methods; Longitudinal Studies; Outcome Measures; Elementary Secondary Education; Kindergarten; Sweden + Suchen Sie Ihr Suchwort? Bildungspraxis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Self-efficacy; Selbstwirksamkeit; Magistrat; Seminar; Lehrerverhalten; Messdaten; Korrelation; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schweden
Abstract	This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives. (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	2024/1/01