Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development-Reference-Cited by-同舟云学术

Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development

Published:2022-02-20 Issue:6 Volume:28 Page:867-885
ISSN:1350-4622
Container-title:Environmental Education Research
language:en
Short-container-title:Environmental Education Research

Author:

Boeve-de Pauw Jelle¹²^ORCID,Olsson Daniel¹^ORCID,Berglund Teresa¹^ORCID,Gericke Niklas¹^ORCID

Affiliation:

1. The Research Centre of Science, Mathematics and Engineering Education Research (SMEER), Institution of Environmental and Life Sciences, Karlstad University, Karlstad, Sweden

2. Faculty of Science, Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

Funder

Karlstads universitet

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13504622.2022.2042206

Reference68 articles.

1. Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future

2. Continuing professional development of teachers in Education for Sustainable Development – case study of the Republic of Croatia

3. Separated and integrated perspectives on environmental, economic, and social dimensions – an investigation of student views on sustainable development

4. Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development

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