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.

摘要

基于行动能力的概念，本研究引入了可持续发展教育专业行动能力（PACesd）的综合框架，由三个定义特征描述：意愿、教学方法知识和自我效能。为了验证这个框架，我们开发了一种问卷测量工具：“PACesd-Q”。本问卷调查了比利时法兰德斯的 557 名中小学在职教师的样本。该工具的心理测量质量根据其可靠性、结构和标准相关效度进行评估。可靠性分析和分层（二阶）验证性因素分析的结果提供了该仪器在可靠性、结构和标准相关效度方面良好测量特性的证据。