Abstract

This study explores the role of specific sustainability education pedagogies in developing preservice teachers’ sustainability consciousness (SC). The participants were 77 Greek preservice teachers from a Department of Primary Education, organized into two cohorts (N₁=30, N₂=47), from two consecutive semesters. Data were collected through (a) the use of the SC scale, administered before and about two weeks after the end of project and (b) reflective discussions, in the form of interviews, with the groups of preservice teachers at the end of the project. Questionnaire data were analysed using significance testing, 95% confidence intervals, and effect sizes, while from interview data bottom-up categories were developed. Analysis revealed a significant increase in the Total SC scores and in the Knowledge and Social Aspects scores in both cohorts, while Environmental scores were significantly increased only in cohort 1. Moreover, from the interviews it was concluded that the Education for Sustainable Development (ESD) pedagogies of site visits and the associated worksheets and activities, along with concept maps were by far the most influential factors affecting preservice teachers’ learning, while general principles of teaching (e.g. students’ engagement during teaching, the practicing of theoretical concepts) were also identified.

摘要

本研究探讨了特定的可持续发展教育教学法在培养职前教师的可持续发展意识（SC）中的作用。参与者是来自小学教育系的 77 名希腊职前教师，分成两组（N ₁ =30，N ₂=47），来自连续两个学期。通过 (a) 使用 SC 量表收集数据，在项目结束前和大约两周后进行管理，以及 (b) 以访谈的形式在项目结束时与职前教师小组进行反思性讨论. 问卷数据使用显着性检验、95% 置信区间和效应量进行分析，同时根据访谈数据开发自下而上的类别。分析显示，两个队列的总 SC 分数以及知识和社会方面的分数都有显着提高，而环境分数仅在队列 1 中显着提高。此外，从访谈中得出的结论是，可持续发展教育 (ESD)实地考察的教学法和相关的工作表和活动，