Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning
| Autor: | Isac, Maria Magdalena, Sass, Wanda, Pauw, Jelle Boeve-de, Maeyer, Sven De, Schelfhout, Wouter, Petegem, Peter Van, Claes, Ellen, Sub Science Education, Science and Mathematics Education |
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| Přispěvatelé: | Sub Science Education, Science and Mathematics Education |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Monitoring
IMPACT Environmental Studies Geography Planning and Development TJ807-830 Energy Engineering and Power Technology Environmental Sciences & Ecology Management Monitoring Policy and Law Environmental Science (miscellaneous) TD194-195 Renewable energy sources Education for sustainable development (ESD) Belgium BOUND DIFFERENCES GE1-350 Renewable Energy Teachers’ professional action competence (PACesd) Green & Sustainable Science & Technology Biology teachers' professional action competence (PACesd) Educational sciences Planning and Development Science & Technology Environmental effects of industries and plants BARRIERS Geography Sustainability and the Environment Policy and Law Renewable Energy Sustainability and the Environment In-service teachers SELF-EFFICACY Teacher co-learning POLICY Management Environmental sciences Chemistry SCHOOL teachers’ professional action competence (PACesd) education for sustainable development (ESD) teacher co-learning in-service teachers primary and secondary schools Flanders Science & Technology - Other Topics COMMUNITIES Primary and secondary schools Life Sciences & Biomedicine Engineering sciences. Technology Environmental Sciences PRESERVICE TEACHERS |
| Zdroj: | Sustainability Sustainability; Volume 14; Issue 2; Pages: 767 Sustainability, 14(2), 1. MDPI Sustainability, Vol 14, Iss 767, p 767 (2022) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su14020767 |
| Popis: | This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed. |
| Databáze: | OpenAIRE |
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