Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13272
Title: Engagement, self-efficacy and intention to teach Environmental Education in two pre-service primary teachers
Contributor(s): Kennelly, Julie A (author); Taylor, Neil  (author)orcid ; Serow, Penelope A  (author)orcid 
Publication Date: 2009
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/13272
Abstract: With specific reference to two final year student primary teachers, this paper explores three elements identified by Van Petegem et al. (2005) as useful constructs in the analysis of pre-service teacher education in environmental education. Engagement, intention and self-efficacy as identified by Van Petegem et al. (2005) are shown to be fostered in particular ways by a pre-service teacher unit designed to encourage implementation of environmental education. In particular, the two students remarked on the influence of new content knowledge and of pedagogical knowledge as building upon their own affinity with environment, and with their views of teaching as being important in shaping their efforts towards educating for a more sustainable future. At an international level there is agreement that environmental education (EE) should be developed in order to contribute to the conservation of nature and to the concomitant societal change towards more sustainable ways of living (UNESCO 2003). Associated with this is recognition that if EE is to become more prominent in school education, then it must also be a part of pre-service and in-service teacher education (Tilbury 1992; UNESCO 2005; Shallcross 2008). Although interest in this field is growing, there is limited provision of EE in teacher education (Tilbury, Coleman & Garlick 2005; Beckford 2008) and limited discussion of the manner in which EE in teacher education might best proceed (Scott 1996; Varga et al. 2007). A number of models describing EE in teacher education have been proposed (Ferreira, Ryan & Tilbury 2006).These describe broad scale organisation, as well as some elements of important content in teacher preparation in EE. Additionally, a frame of reference for teacher preparation courses has been provided by Van Petegem et al. (2005) wherein a set of criteria for implementation of EE in initial teacher education is described. Three criteria from Van Petegem's frame of reference will be applied in this paper to structure a profile of two pre-service teachers in relation to EE.
Publication Type: Conference Publication
Conference Name: 3rd Annual Faculty of The Professions Postgraduate Research Conference: Bridging the Gap between Ideas and Doing Research, Armidale, Australia, 15th - 18th July, 2008
Conference Details: 3rd Annual Faculty of The Professions Postgraduate Research Conference: Bridging the Gap between Ideas and Doing Research, Armidale, Australia, 15th - 18th July, 2008
Source of Publication: Bridging the Gap between Ideas and Doing Research: Proceedings of the 3rd Annual Postgraduate Research Conference, p. 115-122
Publisher: University of New England
Place of Publication: Armidale, Australia
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130212 Science, Technology and Engineering Curriculum and Pedagogy
130105 Primary Education (excl Maori)
Socio-Economic Outcome Codes: 930202 Teacher and Instructor Development
930102 Learner and Learning Processes
970105 Expanding Knowledge in the Environmental Sciences
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Other Links: http://www.une.edu.au/faculties/professions/Resources/2008proceedings.pdf
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