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Sustainability 2019, 11(1), 155; https://doi.org/10.3390/su11010155

Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course

1
Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85306, USA
2
School for the Future of Innovation in Society, Arizona State University, PO Box 875603, Tempe, AZ 85287, USA
3
Biodesign Institute’s Sustainability Science Education Project, Arizona State University, Tempe, AZ 85287, USA
*
Author to whom correspondence should be addressed.
Received: 25 November 2018 / Revised: 25 December 2018 / Accepted: 26 December 2018 / Published: 29 December 2018
(This article belongs to the Special Issue Teacher Professional Development in ESD)
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PDF [244 KB, uploaded 29 December 2018]

Abstract

Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers’ changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre- and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support the need and potential for EfS courses for educators, particularly in the United States where such courses are not typically required or even offered at most universities. View Full-Text
Keywords: education for sustainability; pre-service teachers; higher education; motivation; consumption practices; sense of agency education for sustainability; pre-service teachers; higher education; motivation; consumption practices; sense of agency
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Merritt, E.; Hale, A.; Archambault, L. Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability 2019, 11, 155.

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