Green Teaching, Growing Confidence: Effects of Interdisciplinary Teaching Initiatives on HBCU Teacher Candidates’ Self-Efficacy
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study aimed to evaluate the effect of an environmental education initiative on the self-efficacy of preservice teachers from Historically Black Colleges and Universities (HBCUs) who were enrolled in a reading methods course. University faculty collaborated with Project Learning Tree (PLT) to provide training in environmental education (EE) activities to these preservice teachers (PSTs). Students participated in literacy-based outdoor learning activities designed to facilitate investigative inquiry led by PSTs. Employing a mixed-methods design, the researchers evaluated the overall effect of participation in environmental education activities on interdisciplinary teaching self-efficacy. Data were collected from surveys administered before and after the PLT training. Results showed significant gains in reading and environmental education teaching efficacy. Open-ended responses submitted by participants in the study addressed self-reflection about personal teacher identity and the initiative’s overall likelihood of integrating literature into later classroom interdisciplinary curricula.
DOI: 10.62798/tzqj4547
Author: Cheron Davis
Institution: Florida Agricultural and Mechanical University
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4408660198