Investigating Early Childhood Preservice Teachers’ Personal Teaching Efficacy and Outcome-Expectancy Beliefs Regarding Education for Sustainable Development in Turkey

The Teacher Educator Pub Date : 2021-01-02 DOI:10.1080/08878730.2020.1767742

Hasret Köklü Yaylacı, Refika Olgan

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Abstract

Abstract This study investigates teaching efficacy beliefs of Turkish early childhood preservice teachers toward education for sustainable development (ESD), as well as their personal efficacy and outcome-expectancy beliefs regarding ESD. The study also examines whether or not significant life experiences, year of undergraduate study, and taking courses regarding sustainable development influence students’ ESD teaching efficacy beliefs. In the pilot study the structure of the Turkish version of the Education for Sustainable Development Teaching Beliefs Scale (EfSD-B) was explored within a sample comprised of 158 early childhood preservice teachers. Then, 541 early childhood preservice teachers participated in the main study and completed an adapted version of the EfSD-B scale. The study results revealed a moderate sense of ESD teaching efficacy with its two constructs. Further, the participants’ responses did not significantly correspond with significant life experiences, taking ESD or sustainable development course, and preservice teachers’ year in undergraduate study.

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调查土耳其幼儿职前教师的个人教学效能与可持续发展教育的结果期望信念

摘要本研究调查了土耳其幼儿职前教师对可持续发展教育(ESD)的教学效能感信念，以及他们对可持续发展教育的个人效能感信念和结果期望信念。研究还考察了重要的生活经历、本科学习年份和选修可持续发展课程是否会影响学生对ESD教学效能的信念。在试点研究中，在由158名幼儿职前教师组成的样本中探讨了土耳其版可持续发展教育教学信念量表(EfSD-B)的结构。然后，541名幼儿职前教师参与了主要研究，并完成了改编版的EfSD-B量表。研究结果显示，两种构念对可持续发展教育的教学效能感均为中等。此外，参与者的反应与显著的生活经历、参加ESD或可持续发展课程以及在本科学习的职前教师年份不显著相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Teacher Educator

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