Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

Handtke, Kevin; Richter-Beuschel, Lisa; Bögeholz, Susanne

doi:10.3390/su14116477

Cited by 8 publications

(6 citation statements)

References 74 publications

(210 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the results underline the great challenge to link biology, chemistry, and physics in interdisciplinary science teaching. Regarding another interdisciplinary teaching challenge, Education for Sustainable Development (ESD), we also revealed potential for more ESD in German teacher education [63]. However, interdisciplinary science teaching is assumed important to address interdisciplinary issues of humanity in school [5].…”

Section: Discussionmentioning

confidence: 91%

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Handtke

Bögeholz

2022

Education Sciences

Self Cite

View full text Add to dashboard Cite

Interdisciplinary science teaching in (lower) secondary education can lead to out-of-field teaching in countries with a discipline-specific teacher education. For example, the discipline-specific teacher education in Germany does not fit the current demands of interdisciplinary science teaching, especially in comprehensive schools. Self-rated content knowledge (srCK)—a specific part of academic self-concept—of (prospective) teachers is important in the context of motivational orientations and due to the reciprocal relation of academic self-concept and performance. Previous research did not focus on the long-term development of core idea-based srCK regarding secondary education. Thus, we surveyed 271 (prospective) teachers of biology, chemistry, and physics three times (2019–2021). In addition, we surveyed seven chemistry and physics pre-service teachers participating in a biology content knowledge (CK) course. Taking into account measurement invariance, we used structural equation modeling and latent change models. The srCK of biology, chemistry, and physics showed a high relative and absolute stability. We did not find any correlation between srCK of biology and chemistry. SrCK of chemistry and physics always showed a small positive correlation. SrCK of biology and physics always had a strong negative correlation. Supporting these results, studying physics had a negative effect on the srCK of biology, and studying chemistry had a positive effect on the srCK of physics. Additionally, studying the subject of the srCK in question always had a strong positive effect. Though srCK seems to be time-stable, a biology CK course for pre-service chemistry and physics teachers showed strong positive changes in their srCK of biology. Thus, training in an unstudied subject could help to cope with the undesired time-stability of srCK. In addition, the strong negative correlation between the srCK of biology and of physics needs to be addressed in teacher education.

show abstract

Section: Discussionmentioning

confidence: 91%

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Handtke

Bögeholz

2022

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…In an educational context, SCT suggests that teachers' self-efficacy beliefs, influenced by their knowledge and preparedness [25,26], play a pivotal role in their motivation, behavior, and performance. Teachers tend to feel more confident and capable when equipped with the necessary knowledge and skills to effectively teach a subject or implement a specific educational approach [16].…”

Section: Research Framework and Hypothesis Developmentmentioning

confidence: 99%

Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

Yang,

Chinedu,

Chen

et al. 2024

Sustainability

View full text Add to dashboard Cite

In contributing towards the discourse on developing teachers’ capabilities for Education for Sustainable Development (ESD), this study examines the relationships between sustainability knowledge, readiness, and self-efficacy for teaching sustainability concepts among vocational teachers in Malaysian colleges. Grounded in Bandura’s self-efficacy theory, the research assesses the combined effect of teachers’ sustainability knowledge and readiness on their ability to teach sustainability effectively. Using a cross-sectional survey design, a sample of three hundred and seventy-five (375) vocational college teachers and structural equation modeling (SEM), the results indicate no significant link between teachers’ sustainability knowledge and their readiness for ESD. However, a positive relationship between teachers’ readiness and their self-efficacy was found. The study shows that while sustainability knowledge does not directly enhance readiness for ESD, it is a strong predictor of self-efficacy in teaching sustainability. Moreover, readiness has a greater effect on self-efficacy than sustainability knowledge alone, highlighting the importance of conceptual understanding in building teachers’ confidence and competence in sustainability education. Despite focusing specifically on Malaysia and using self-reported data, which to some extent limits the study’s findings, the outcomes offer practical insights for educational policymakers, vocational institutions, and educators. They underscore the need for a comprehensive educational approach beyond just knowledge transfer. This research contributes to the sustainability education discourse and suggests areas for future studies, including exploring contextual differences and adopting longitudinal study designs to better understand the dynamics between sustainability knowledge, readiness, and teaching self-efficacy in vocational education.

show abstract

“…The quality of teacher education and teaching is a systematic concept, "it involves the whole process of teacher education and teaching in schools, the quality of services provided by teacher education and teaching, including the degree of excellence of the effect of the conditions, process, results and other aspects of teacher education and teaching, and its core content is the degree to which the teachers trained to satisfy the development's requirements of education" [1][2]. According to the study of the connotations of teacher education and quality of teaching, at least three views may be used to understand the meaning of high-quality growth in educator education and teaching: relation between object, subject, and relationship [3][4].…”

Section: Introductionmentioning

confidence: 99%

Exploring the path of high-quality development of teacher education and teaching based on collaborative filtering algorithm

Liu,

Xiong

2023

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

In this paper, firstly, a collaborative filtering algorithm based on users is used to mine the past behaviors of the target users. Items are glanced and composed to gain insight into the user’s preferred items and to mine preference information, followed by searching for users with similar preferences to the user in the system and calculating the similarity between users and users using cosine similarity and pearson similarity, and predicting the target user’s rating of an element based on the rating value of an item given by a nearby user. Then the personalized teaching system is designed by the actual situation of the online teacher teaching courses on the platform and the course demands of the platform students, and the path of high-quality improvement of teacher training and teaching is studied, mainly focusing on three aspects: clear value orientation, good personalized system teaching planning, and implementation of multiple evaluations. When analyzing the student-teacher ratio of teacher education institutions, the student-teacher ratio of Central China Normal University has the largest value, 24.79%, while the values of East China Normal University and Nanjing Normal University are relatively small, 15.97% and 15.39%, respectively. Either based on theory or based on practice, any institution of higher education with an excessive student-teacher ratio. This study helps teachers grow professionally and provides a good foundation for eventual individualized student development.

show abstract

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

Cited by 8 publications

References 74 publications

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

Exploring the path of high-quality development of teacher education and teaching based on collaborative filtering algorithm

Contact Info

Product

Resources

About