Title
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Measuring professional action competence in education for sustainable development (PACesd)
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Author
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Abstract
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Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and secondary school in-service teachers in Flanders, Belgium. The instrument’s psychometric quality was assessed in terms of its reliability, construct, and criterion-related validity. Results of reliability analysis and hierarchical (second-order) confirmatory factor analysis provided evidence of good measurement properties of the instrument in terms of reliability and construct and criterion-related validity. We suggest the instrument can be successfully used to provide educational practitioners with a tool to monitor and eventually identify professional development needs regarding education for sustainable development. |
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Language
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English
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Source (journal)
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Environmental education research. - Abingdon
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Publication
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Abingdon
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2022
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ISSN
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1350-4622
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DOI
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10.1080/13504622.2021.1976731
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Volume/pages
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28
:2
(2022)
, p. 260-275
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ISI
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000695428300001
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Full text (Publisher's DOI)
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Full text (open access)
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Full text (publisher's version - intranet only)
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