NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1169516
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1533-015X
Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education
Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.
Applied Environmental Education and Communication, v17 n1 p41-56 2018
Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge development. Repeated measures Analysis of Variances on the Environmental Education Self-Efficacy subscales, Personal Environmental Teaching Efficacy and Environmental Teaching Outcome Expectancy, revealed statistically significant pre-post improvements. Unit analysis noted preservice teachers' varied use of components of Park and Oliver's pedagogical content knowledge framework for science teaching. The impacts communities of practice have on preservice teacher development are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A