One of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

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环境教育对职前教师环境素养的影响

环境教育的目标之一是发展环境素养。如果职前教师要自信和有能力在学校开展环境教育，培养他们的环境素养至关重要。关于环境教育对职前教师的环境素养及其作为新西兰学校教师的后续实践的影响知之甚少。本研究采用混合方法与前测和后测设计来检查在新西兰大学就读于义务环境教育论文的职前教师的环境素养，这是他们在新西兰大学的教学学士学位课程的一部分。还检查了对职前教师准备教授环境教育的看法。调查结果表明，尽管职前教师的环境素养只有轻微的变化，但他们在完成论文后教授环境教育的信心显着增加。在完成环境教育论文后，观察到环境知识和情感倾向之间的相关性强度增加。讨论了调查结果对教师教育计划的影响。这项研究可以为课程设计和教学实践提供信息，以有效地为职前教师做好准备，以促进未来学校学生环境素养的发展。在完成环境教育论文后，观察到环境知识和情感倾向之间的相关性强度增加。讨论了调查结果对教师教育计划的影响。这项研究可以为课程设计和教学实践提供信息，以有效地为职前教师做好准备，以促进未来学校学生环境素养的发展。在完成环境教育论文后，观察到环境知识和情感倾向之间的相关性强度增加。讨论了调查结果对教师教育计划的影响。这项研究可以为课程设计和教学实践提供信息，以有效地为职前教师做好准备，以促进未来学校学生环境素养的发展。