Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy

Figen Akça
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Figen Akça: Department of Educational Sciences, Faculty of Education, Uludag University, Bursa, 16059, Turkey

Sustainability, 2019, vol. 11, issue 23, 1-16

Abstract: In this study, the correlation between 526 prospective teachers’ beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found that prospective teachers had strong beliefs about ESD. In terms of the “beliefs about the implementation of sustainable development” and “beliefs about the limitation of sustainable development”, the prospective teachers who are studying at the faculty of education had stronger beliefs than those enrolled in the Pedagogical Formation Certificate Program. In addition, fourth-year prospective teachers and those perceiving themselves as showing good academic performance had stronger beliefs about ESD. Also, participants’ beliefs about ESD were found to be related to their abilities to focus on solutions and their perceptions of self-efficacy. Additionally, our study found that perceptions of self-efficacy significantly predicts the ability to focus on solutions and beliefs about ESD (29%). One of the limitations of our study is that our findings can be generalized only to a limited extent. Furthermore, further research is needed to validate the predictive variables that have arisen. Finally, longitudinal and experimental research that use qualitative analysis techniques is needed to investigate the implications of the results for professional improvement and to find out what sort of sustainable education practices there are in different education levels.

Keywords: education for sustainable development; prospective teachers; perceptions of self-efficacy; ability to focus on solutions (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
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