Emotions and pre-service teachers' motivation to teach the context of returning wolves

Autor(en): Buessing, Alexander Georg
Schleper, Maike
Menzel, Susanne 
Stichwörter: affective domain; ATTITUDES; BEHAVIOR; BELIEFS; BIOLOGY; CONSERVATION; Education & Educational Research; education for sustainable development; Emotion; Environmental Sciences & Ecology; Environmental Studies; HUMAN-WILDLIFE CONFLICT; LARGE CARNIVORES; motivation; PERSPECTIVES; SCIENCE-EDUCATION; SELF-EFFICACY; the return of the wolf
Erscheinungsdatum: 2019
Herausgeber: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Journal: ENVIRONMENTAL EDUCATION RESEARCH
Volumen: 25
Ausgabe: 8
Startseite: 1174
Seitenende: 1189
Zusammenfassung: 
Biodiversity issues can fruitfully be adopted as contexts of Education for Sustainable Development, as they involve ecological, economic and social dimensions. But as these contexts are demanding to teach, we need to know more about motivational factors to determine how teacher education should be conducted to lead to motivated teachers. To study this, we employed a quantitative paper-and-pencil questionnaire and surveyed 120 pre-service biology teachers (Mage = 23.2 years, SD = 3.3) based on the model of goal-directed behavior. Enjoyment towards teaching the topic was more frequently reported than fear and anger. The anticipated enjoyment correlated positively and anger negatively with the desires to teach. In a structural equation model, attitudes, enjoyment and perceived behavioral control significantly predicted the desires to teach and should therefore be fostered in environmental teacher education. Furthermore, we found an interesting connection between PBC and enjoyment, which is further discussed in the paper.
ISSN: 13504622
DOI: 10.1080/13504622.2018.1487034

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