Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy
| Autor: | Figen Akça |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
media_common.quotation_subject
ability to focus on solutions Geography Planning and Development education 010501 environmental sciences Management Monitoring Policy and Law 01 natural sciences behavioral disciplines and activities Certificate program Perception mental disorders Mathematics education perceptions of self-efficacy prospective teachers 0105 earth and related environmental sciences media_common Self-efficacy Sustainable development Renewable Energy Sustainability and the Environment 05 social sciences education for sustainable development 050301 education Education for sustainable development humanities Experimental research Teacher education Descriptive research Psychology 0503 education |
| Zdroj: | Sustainability Volume 11 Issue 23 |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su11236878 |
| Popis: | In this study, the correlation between 526 prospective teachers&rsquo beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found that prospective teachers had strong beliefs about ESD. In terms of the &ldquo beliefs about the implementation of sustainable development&rdquo and &ldquo beliefs about the limitation of sustainable development&rdquo the prospective teachers who are studying at the faculty of education had stronger beliefs than those enrolled in the Pedagogical Formation Certificate Program. In addition, fourth-year prospective teachers and those perceiving themselves as showing good academic performance had stronger beliefs about ESD. Also, participants&rsquo beliefs about ESD were found to be related to their abilities to focus on solutions and their perceptions of self-efficacy. Additionally, our study found that perceptions of self-efficacy significantly predicts the ability to focus on solutions and beliefs about ESD (29%). One of the limitations of our study is that our findings can be generalized only to a limited extent. Furthermore, further research is needed to validate the predictive variables that have arisen. Finally, longitudinal and experimental research that use qualitative analysis techniques is needed to investigate the implications of the results for professional improvement and to find out what sort of sustainable education practices there are in different education levels. |
| Databáze: | OpenAIRE |
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