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The Effect of Teaching Outdoor Environmental Education on Preservice Teachers' Attitudes Toward Self-Efficacy and Outcome Expectancy.
The Journal of Environmental Education
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Abstract: The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy?which is a teacher's belief that he or she can teach environmental education (EE) effectively?and on outcome expectancy?which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficacy from the teaching experience was attributed to the structured nature and success of the teaching experience, but the negative effect of time on self-efficacy was believed to have resulted from the preservice teachers reevaluation of their ability to teach as they learned more about teaching methodologies. In addition, there was no significant change in outcome expectancy as a result of participation in the program or over time (7 weeks).
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