Publication
Title
Measuring professional action competence in education for sustainable development (PACesd)
Author
Abstract
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.
Language
English
Source (journal)
Environmental education research. - Abingdon
Publication
Abingdon : 2022
ISSN
1350-4622
DOI
10.1080/13504622.2021.1976731
Volume/pages
28 :2 (2022) , p. 260-275
ISI
000695428300001
Full text (Publisher's DOI)
Full text (open access)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Project info
Valorizing Integrated and Action-Oriented Education for Sustainable Development at School (VALIES).
(D)EESD - (Differential) Effectiveness of Education for Sustainable Development.
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identifier
Creation 13.09.2021
Last edited 02.10.2024
To cite this reference