{"title":"他们为可持续发展做好准备了吗?幼儿在职教师的环保态度研究","authors":"Hua Luo, Wai Chin Li","doi":"10.1007/s10643-024-01775-w","DOIUrl":null,"url":null,"abstract":"<p>In recent years, early childhood education for sustainability has received increasing attention. However, research on early childhood teachers in relation to this issue remains marginalized. Teachers’ environmental attitudes support children’s nature play and are strongly associated with sustainability. According to previous studies, environmental knowledge is important to pro-environmental attitudes. This article used a quantitative survey to explore the environmental attitudes of 832 early childhood in-service teachers and determined the relationship between their environmental knowledge and attitudes. The Two Major Environmental Values (2-MEV) scale was adopted to examine the environmental attitudes of the participants, including conservation and utilization. The outcomes showed that the participants had a more positive attitude toward environmental conservation and a less positive attitude toward environmental utilization. Although their environmental knowledge was relatively low, it significantly predicted their environmental attitudes toward both conservation and utilization, but the impacts were minimal. The 2-MEV scale cannot fully resolve controversies regarding the relationship between teachers’ environmental knowledge and attitudes. More attention should be given to other aspects of teachers’ jobs, such as job satisfaction and culture.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers\",\"authors\":\"Hua Luo, Wai Chin Li\",\"doi\":\"10.1007/s10643-024-01775-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In recent years, early childhood education for sustainability has received increasing attention. However, research on early childhood teachers in relation to this issue remains marginalized. Teachers’ environmental attitudes support children’s nature play and are strongly associated with sustainability. According to previous studies, environmental knowledge is important to pro-environmental attitudes. This article used a quantitative survey to explore the environmental attitudes of 832 early childhood in-service teachers and determined the relationship between their environmental knowledge and attitudes. The Two Major Environmental Values (2-MEV) scale was adopted to examine the environmental attitudes of the participants, including conservation and utilization. The outcomes showed that the participants had a more positive attitude toward environmental conservation and a less positive attitude toward environmental utilization. Although their environmental knowledge was relatively low, it significantly predicted their environmental attitudes toward both conservation and utilization, but the impacts were minimal. The 2-MEV scale cannot fully resolve controversies regarding the relationship between teachers’ environmental knowledge and attitudes. More attention should be given to other aspects of teachers’ jobs, such as job satisfaction and culture.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-10-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01775-w\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01775-w","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers
In recent years, early childhood education for sustainability has received increasing attention. However, research on early childhood teachers in relation to this issue remains marginalized. Teachers’ environmental attitudes support children’s nature play and are strongly associated with sustainability. According to previous studies, environmental knowledge is important to pro-environmental attitudes. This article used a quantitative survey to explore the environmental attitudes of 832 early childhood in-service teachers and determined the relationship between their environmental knowledge and attitudes. The Two Major Environmental Values (2-MEV) scale was adopted to examine the environmental attitudes of the participants, including conservation and utilization. The outcomes showed that the participants had a more positive attitude toward environmental conservation and a less positive attitude toward environmental utilization. Although their environmental knowledge was relatively low, it significantly predicted their environmental attitudes toward both conservation and utilization, but the impacts were minimal. The 2-MEV scale cannot fully resolve controversies regarding the relationship between teachers’ environmental knowledge and attitudes. More attention should be given to other aspects of teachers’ jobs, such as job satisfaction and culture.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field