Developing an instrument for identifying secondary teachers’ beliefs about education for sustainable development in China

Guang YANG, Chi Chung LAM, Ngai Ying WONG

Research output: Contribution to journalArticlespeer-review

16 Citations (Scopus)

Abstract

Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers’ beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students’ need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous. Copyright © 2010 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)195-207
JournalThe Journal of Environmental Education
Volume41
Issue number4
DOIs
Publication statusPublished - 2010

Citation

Yang, G., Lam, C. C., & Wong, N. Y. (2010). Developing an instrument for identifying secondary teachers’ beliefs about education for sustainable development in China. The Journal of Environmental Education, 41(4), 195-207.

Keywords

  • China
  • Education for sustainable development
  • Geography teacher
  • Instrument development
  • Sustainable development
  • Values

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