Measuring professional action competence in education for sustainable development (PACesd)

Wanda Sass; Ellen Claes; Jelle Boeve-de Pauw; Sven De Maeyer; Wouter Schelfhout; Peter Van Petegem; Maria Magdlena Isac

doi:10.1080/13504622.2021.1976731

Measuring professional action competence in education for sustainable development (PACesd)

Wanda Sass
, Ellen Claes
, Jelle Boeve-de Pauw
, Sven De Maeyer
, Wouter Schelfhout
, Peter Van Petegem
, Maria Magdlena Isac

extern

Research output: Contribution to journal › Article › Academic › peer-review

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.

Original language	English
Pages (from-to)	260-275
Number of pages	16
Journal	Environmental Education Research
Volume	28
Issue number	2
DOIs	https://doi.org/10.1080/13504622.2021.1976731
Publication status	Published - 2022
Externally published	Yes

Bibliographical note

Funding Information:
This study is part of the VALIES project and is funded by the Flanders Research Foundation (FWO) under grant agreement S010317N within the Strategic Basic Research program. The authors would like to thank all participating schools and respondents for their constructive cooperation and feedback. We thoroughly appreciated the feedback and comments on the initial draft of the questionnaire received from the members of the VALIES advisory board and core team. We are especially grateful to Eli Janssen for her great involvement in the initiation of this study. Finally, we greatly valued the thoughtful and constructive comments of the journal?s editor and anonymous reviewers, as well as the great care with which the production team honored our work.

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Professional action competence
education for sustainable development
pedagogical content knowledge
self-efficacy
willingness

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10.1080/13504622.2021.1976731

Cite this

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title = "Measuring professional action competence in education for sustainable development (PACesd)",

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: {\textquoteleft}PACesd-Q{\textquoteright}. This questionnaire was administered to a sample of 557 primary and secondary school in-service teachers in Flanders, Belgium. The instrument{\textquoteright}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.",

keywords = "Professional action competence, education for sustainable development, pedagogical content knowledge, self-efficacy, willingness",

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note = "Funding Information: This study is part of the VALIES project and is funded by the Flanders Research Foundation (FWO) under grant agreement S010317N within the Strategic Basic Research program. The authors would like to thank all participating schools and respondents for their constructive cooperation and feedback. We thoroughly appreciated the feedback and comments on the initial draft of the questionnaire received from the members of the VALIES advisory board and core team. We are especially grateful to Eli Janssen for her great involvement in the initiation of this study. Finally, we greatly valued the thoughtful and constructive comments of the journal?s editor and anonymous reviewers, as well as the great care with which the production team honored our work. Publisher Copyright: {\textcopyright} 2021 Informa UK Limited, trading as Taylor \& Francis Group.",

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AU - Van Petegem, Peter

AU - Isac, Maria Magdlena

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N2 - 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.

AB - 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.

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Measuring professional action competence in education for sustainable development (PACesd)

Abstract

Bibliographical note

Keywords

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