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Boeve-de Pauw, JelleORCID iD iconorcid.org/0000-0002-8496-096x
Publications (10 of 19) Show all publications
Boeve-de Pauw, J., Olsson, D., Berglund, T. & Gericke, N. (2022). Teachers' ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development. Environmental Education Research, 28(6), 867-885
Open this publication in new window or tab >>Teachers' ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development
2022 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 6, p. 867-885Article in journal (Refereed) Published
Abstract [en]

This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Education for sustainable development, self-efficacy, longitudinal analyses, professional development, teaching practices
National Category
Didactics Pedagogy
Research subject
Environmental Science; Educational Work
Identifiers
urn:nbn:se:kau:diva-89065 (URN)10.1080/13504622.2022.2042206 (DOI)000758739600001 ()2-s2.0-85125401633 (Scopus ID)
Available from: 2022-03-10 Created: 2022-03-10 Last updated: 2022-10-31Bibliographically approved
Boeve-de Pauw, J., Olsson, D., Berglund, T. & Gericke, N. (2022). Teachers' ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development. In: : . Paper presented at 13th conference of European Researchers in Didactics of Biology (ERIDOB), August 29th – September 2nd , Nicosia, Cyprus.. (6)
Open this publication in new window or tab >>Teachers' ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This longitudinal quantitative study investigated teachers’ development of self-efficacy andteaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to locally discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points using a questionnaire including scales measuring teachers’ self-efficacy for ESD and their self-reported ESD practices. Results show that the teachers’ self-efficacy was boosted early in the program, but it fell back to initial low levels after confrontation with practice. Through further experimentation in their own practices, the teachers’ self-efficacy for ESD increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting actual implementation of ESD practices as the program progressed, and the correlation between teachers’ self-efficacy for ESD and self-reported ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

National Category
Didactics Pedagogy
Research subject
Environmental Science; Educational Work
Identifiers
urn:nbn:se:kau:diva-94455 (URN)
Conference
13th conference of European Researchers in Didactics of Biology (ERIDOB), August 29th – September 2nd , Nicosia, Cyprus.
Available from: 2023-04-27 Created: 2023-04-27 Last updated: 2023-04-27Bibliographically approved
Boeve-de Pauw, J., De Loof, H., Walan, S., Gericke, N. & Van Petegem, P. (2022). Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments. Research in Science & Technological Education, 1-21
Open this publication in new window or tab >>Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments
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2022 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, p. 1-21Article in journal (Refereed) Published
Abstract [en]

BACKGROUND Informal learning environments (ILEs) like Fablabs and Makerspaces have potential to facilitate development of STEM skills. However, these environments might be difficult for teachers to adopt in their teaching because of teaching approaches grounded in constructionism where the role of the teacher changes from a transmissive instructor to an active co-creator, and using high-tech equipment not normally found in schools.PURPOSE The aim is to investigate teachers’ self-efficacy and perceived role when teaching STEM in Fablabs and Makerspaces. This is investigated related to teaching in ILEs and using high-tech equipment. The study was conducted in two countries/regions, Flanders (Belgium) and Sweden We also compare differences between teachers depending on nationality, gender, and years of teaching experience.SAMPLE A total of 347 secondary school teachers completed an online survey. Quantitative analyses was used for all questions in the survey, except one open-ended question, which was analysed through inductive thematic coding.RESULTS The teachers reported moderate self-efficacy for teaching in ILEs , and low self-efficacy for using high-tech equipment. Some teachers described themselves as having active roles as a coach or as co-learner during visits with their students. Others saw themselves as having a passive role. Many teachers did not know what kind of role to take. The teachers who perceived an active role as a teacher in high-tech ILEsreported higher self-efficacy to teach in these environments than other teachers.CONCLUSIONS This study shows that a constructionist approach to teaching is important if teachers are to develop self-efficacy to teach in high-techILEs. Thus, developing teacher practices in line with constructionism in relation to teaching in high-techILEsis imperative, in teacher education. The results also highlight that staff in Fablabs and Makerspaces are important for handling high-tech equipment. Hence, collaboration between staff in ILEs and teachers is of importance.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Informal learning environments secondary teachers, self-efficacy, STEM, teacher role, technology use
National Category
Pedagogical Work
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-91690 (URN)10.1080/02635143.2022.2089873 (DOI)000815391700001 ()2-s2.0-85132938790 (Scopus ID)
Available from: 2022-08-31 Created: 2022-08-31 Last updated: 2023-06-08Bibliographically approved
Olsson, D., Gericke, N. & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405-429
Open this publication in new window or tab >>The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
2022 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 3, p. 405-429Article in journal (Refereed) Published
Abstract [en]

This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts a three-wave longitudinal design, tapping into the development of 760 Swedish upper secondary students’ self-perceived action competence for sustainability as related to their experience of ESD teaching at their school. We can conclude that ESD has effect on students’ action competence for sustainability. Our longitudinal growth models show that it is possible to develop students’ action competence, which is affected by their experience of ESD teaching at their school. However, the students did not significantly develop the action compe- tence component confidence under their own influence. Our findings reveal that developing students’ action competence by implementing ESD in formal education takes time, and they shed light on the need for longitudinal research studies in the field of ESD. 

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Effectiveness, education for sustainable development, holism and pluralism, action competence, growth modeling
National Category
Earth and Related Environmental Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-88428 (URN)10.1080/13504622.2022.2033170 (DOI)000752247900001 ()2-s2.0-85124764524 (Scopus ID)
Funder
Swedish Institute for Educational Research, 2017-00065
Available from: 2022-02-08 Created: 2022-02-08 Last updated: 2022-11-21Bibliographically approved
Ariza, M. R., Boeve-de Pauw, J., Olsson, D., Van Petegem, P., Parra, G. & Gericke, N. (2021). Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions. Sustainability, 13(20), 1-20, Article ID 11420.
Open this publication in new window or tab >>Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions
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2021 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 20, p. 1-20, article id 11420Article in journal (Refereed) Published
Abstract [en]

Policy documents across the globe call for citizen engagement to fight climate change emergencies and build more sustainable societies. They also recognize the key role of formal and non-formal education in preparing citizens to address those challenges. However, there is a need to identify appropriate instruments to evaluate the impact of educational interventions on people's knowledge, attitudes, and behaviors, which are essential components of the action competence required to become environmental citizens and agents of change. The aim of this paper is to investigate the potential of the Sustainability Consciousness Questionnaire (SCQ) to evaluate different educational interventions aimed at increasing environmental citizenship. It presents three sub-studies from Spain, Belgium, and Sweden using the SCQ with varying contexts, duration, and target groups yet sharing common pedagogical features in the interventions. Pre-intervention scores indicate a common pattern of high sustainability knowingness, moderate sustainability attitudes, and lower sustainability behaviors in the three dimensions (environmental, social and economic) of sustainability consciousness, and a positive impact on sustainability behavior after the intervention. These findings are especially significant when compared to previous studies. We therefore conclude that the SCQ is useful for detecting the effects of learning interventions of varying designs and contexts that address environmental citizenship. The results are discussed in terms of key pedagogical features of the educational interventions, and the appropriateness and sensitivity of the instrument in detecting changes in the intended direction. It concludes with implications for research and practice and suggestions for future lines of work.

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
Management, Monitoring, Policy and Law, Renewable Energy, Sustainability and the Environment, Geography, Planning and Development
National Category
Educational Sciences
Research subject
Biology; Subject-specific education
Identifiers
urn:nbn:se:kau:diva-86391 (URN)10.3390/su132011420 (DOI)000713635700001 ()2-s2.0-85117371049 (Scopus ID)
Funder
Swedish Institute for Educational Research, 2017-00065
Available from: 2021-10-29 Created: 2021-10-29 Last updated: 2022-10-05Bibliographically approved
Sass, W., Boeve-de Pauw, J., Olsson, D., Gericke, N., De Maeyer, S. & Van Petegem, P. (2020). Redefining action competence: the case of sustainable development. The Journal of Environmental Education, 51(4), 292-305
Open this publication in new window or tab >>Redefining action competence: the case of sustainable development
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2020 (English)In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 51, no 4, p. 292-305Article in journal (Refereed) Published
Abstract [en]

The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (ESD), and discuss the approach as predominantly being a subjectification model of education. Furthermore, we offer an updated and refined generic definition of action competence as a competence of people. To this end, we develop an ecology of psychological concepts that underpin AC. We present a theoretical perspective based on the concepts of "action" and "competence", for stronger consideration of AC as a competence of people. We relate this generic concept of AC to concepts such as commitment, passion, knowledge, and self-efficacy for solving controversial problems. Finally, we introduce the specific concept of "Action Competence in Sustainable Development" (ACiSD) to articulate the competence of people to engage in solving sustainability issues.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
action competence, commitment, education for sustainable development, self-efficacy, passion
National Category
Environmental Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-78991 (URN)10.1080/00958964.2020.1765132 (DOI)000540867100001 ()2-s2.0-85086395983 (Scopus ID)
Available from: 2020-07-02 Created: 2020-07-02 Last updated: 2021-11-18Bibliographically approved
Olsson, D., Gericke, N., Sass, W. & Boeve-de Pauw, J. (2020). Self-perceived action competence for sustainability: The theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research, 26(5), 742-760
Open this publication in new window or tab >>Self-perceived action competence for sustainability: The theoretical grounding and empirical validation of a novel research instrument
2020 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 26, no 5, p. 742-760Article in journal (Refereed) Published
Abstract [en]

This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a 'mere' behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one's own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people's action competence for sustainability in various contexts.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Action competence, scale validation, sustainability, questionnaire development, psychometric
National Category
Educational Sciences Biological Sciences
Research subject
Biology; Education
Identifiers
urn:nbn:se:kau:diva-77506 (URN)10.1080/13504622.2020.1736991 (DOI)000519428400001 ()
Available from: 2020-04-23 Created: 2020-04-23 Last updated: 2020-09-18Bibliographically approved
Berglund, T., Gericke, N., Boeve-de Pauw, J., Olsson, D. & Chang, T. (2019). A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden. Environment, Development and Sustainability, 22(7), 6287-6313
Open this publication in new window or tab >>A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
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2019 (English)In: Environment, Development and Sustainability, ISSN 1387-585X, E-ISSN 1573-2975, Vol. 22, no 7, p. 6287-6313Article in journal (Refereed) Published
Abstract [en]

Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies that focus on the broad context of sustainable development and ESD. The current study investigates the sustainability consciousness of grade 12 students (age 18–19) in Taiwan (N = 617) and Sweden (N = 583) and discusses the implications for ESD policy and practice. The findings indicate that significant differences exist between the two samples, both with respect to their sustainability consciousness and within the three sub-constructs of knowingness, attitudes and self-reported behaviors. The differences are considered in light of the cultural value orientations of the East Asian and Western European regions. Implications for ESD are discussed from the perspective of cultural specificity.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Sustainable development, education, culture, sustainability consciousness, knowledge, attitudes, behavior
National Category
Environmental Sciences
Research subject
Biology; Environmental Science
Identifiers
urn:nbn:se:kau:diva-75228 (URN)10.1007/s10668-019-00478-2 (DOI)000565016700012 ()
Funder
Swedish Research Council, B0589701
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2022-05-27Bibliographically approved
Olsson, D., Gericke, N., Boeve-de Pauw, J., Berglund, T. & Chang, T. (2019). Green Schools in Taiwan: Effects on Student Sustainability Consciousness. Global Environmental Change, 54, 184-194
Open this publication in new window or tab >>Green Schools in Taiwan: Effects on Student Sustainability Consciousness
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2019 (English)In: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 54, p. 184-194Article in journal (Refereed) Published
Abstract [en]

In recent decades, the Taiwanese government has worked actively to implement the concept of a sustainable Taiwan. As an important step in their strategy, the Ministry of Education has decided to promote the Green School Partnership Project in Taiwan (GPPT). However, academic research and critical reflection on the effects of this environmental and sustainability education initiative are lacking. Therefore, this study focuses on filling this gap by means of a nationwide generalizable effect study. The sampling allowed comparisons between the sixth, ninth, and twelfth grades in GPPT and non-GPPT schools and considered the geographic location (north, center, and south of Taiwan) as well as socio-economic area of the schools. A total of 1,741 students participated, answering a questionnaire that focused on student sustainability consciousness (SC) and its components (i.e., knowingness, attitudes, and behaviors in relation to sustainability). Data were analyzed through structural equation modeling. Our findings make an important empirical contribution, indicating that GPPT schools and non-GPPT schools have a similar effect on the SC of students, i.e. schools engaged in the GPPT do not enhance student SC. In addition, the gender gap regarding SC increased consistently with each increasing grade level, yielding higher mean values for the girls than for the boys. Furthermore, an adolescent dip occurred in the student SC, especially with regard to student sustainability behavior. Given these findings, implications for developing GPPT are discussed; this research could provide valuable informationabout the educational transformation process to enhance environmental and sustainability behavior among students in Taiwan.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Adolescent dip, education for sustainable development, gender gap, green schools, sustainability consciousness
National Category
Other Natural Sciences Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-70818 (URN)10.1016/j.gloenvcha.2018.11.011 (DOI)000458468400018 ()
Note

This article was part of Daniel Olssons PhD thesis, in which is was published in manuscript form.

Available from: 2019-01-28 Created: 2019-01-28 Last updated: 2022-05-27Bibliographically approved
De Loof, H., Walan, S., Boeve-de Pauw, J. & Gericke, N. (2019). High tech learning environments – Are teachers ready for the future?. In: : . Paper presented at 2019 ESERA. 26-30 August, 2019. Bologna, Italy..
Open this publication in new window or tab >>High tech learning environments – Are teachers ready for the future?
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75282 (URN)
Conference
2019 ESERA. 26-30 August, 2019. Bologna, Italy.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-12-12Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-8496-096x

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