Impact of Sustainability Pedagogies on Pre-Service Teachers' Self-Efficacy

Autor/inn/en	Evans, Neus; Tomas, Louisa; Woods, Cindy
Titel	Impact of Sustainability Pedagogies on Pre-Service Teachers' Self-Efficacy
Quelle	In: Journal of Education for Sustainable Development, 10 (2016) 2, S.243-261 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408216650953
Schlagwörter	Sustainability; Preservice Teachers; Preservice Teacher Education; Self Efficacy; Sustainable Development; Quasiexperimental Design; Pretests Posttests; Control Groups; Experimental Groups; Lecture Method; Teaching Methods; Student Surveys; Student Teacher Attitudes; Beliefs; Knowledge Level; Attitude Change; Skill Development; Foreign Countries; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Belief; Glaube; Wissensbasis; Attitudinal change; Einstellungsänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Statistische Analyse; Australien
Abstract	Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participatory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within the constraints of a traditional lecture to investigate the effect on pre-service teachers' self-reported ESD self-efficacy. A quasi-experimental, pre-post test design with a non-randomized control group was applied whereby lectures in the treatment group adopted sustainability pedagogies, in addition to the more traditional teaching methods employed in both groups. While a significant improvement was observed in pre-service teachers' ESD self-efficacy in both groups, there is no evidence to suggest that the inclusion of sustainability pedagogies is more effective for enhancing pre-service teachers' ESD self-efficacy than traditional, teacher-centred pedagogies alone. Participants reported that an increase in their knowledge and understanding of sustainability concepts most strongly influenced their ESD self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01