Abstract

Holistic and pluralistic instructional beliefs and instructional practices in Education for Sustainable Development are often considered of high importance to foster students’ competences. This mixed-method study describes the development and the validation of the Holism-Pluralism in Education for Sustainable Development questionnaire (HPESD-Q) to measure teachers’ instructional beliefs and their instructional practices in ESD. The development process includes a survey to choose participants for interviews, review from an expert team, cognitive testing, pilot-testing and the main-run study. Confirmatory factor analysis, reliability and intercorrelations analysis were applied in the validation process. The final version of the HPESD- Q consists of the Instructional Beliefs scales and the Instructional Practices scales. Both have good fit-of-goodness indicators (CLI = .992, TLI = .9891, RMSEA = .030 and CLI = .984, TLI = .980, RMSEA = .043, respectively). The Cronbach’s α for the scales range from .90 to .97, indicating good internal consistency, while the intercorrelations indicate good discriminant validity. The results indicate the potential of the questionnaire for research and practice in ESD.

摘要

可持续发展教育中的整体和多元化教学理念和教学实践通常被认为对培养学生的能力非常重要。这项混合方法研究描述了可持续发展教育中的整体主义多元主义问卷 (HPESD-Q) 的开发和验证，以衡量教师的教学信念和他们在可持续发展教育中的教学实践。开发过程包括选择受访者的调查、专家团队的审查、认知测试、试点测试和主要运行研究。在验证过程中应用了验证性因素分析、可靠性和相关性分析。HPESD-Q 的最终版本包括教学信念量表和教学实践量表。两者都具有良好的拟合度指标（分别为 CLI = .992、TLI = .9891、RMSEA = .030 和 CLI = .984、TLI = .980、RMSEA = .043）。克朗巴赫量表的α范围从 0.90 到 0.97，表明良好的内部一致性，而相关性表明良好的区分效度。结果表明问卷在可持续发展教育研究和实践中的潜力。