Applying environmental attitudes of pre-service preschool teachers scale and its subscales to investigate the environmental attitudes of pre-service preschool teachers using the Rasch psychometric approach
Year: 2025
Type: article
Study design: Observational Study
Abstract: Purpose This study aimed to investigate the environmental attitudes of pre-service preschool teachers in Hong Kong (hereafter, pre-service teachers). The study also examined methods for improving environmental education through appropriate pedagogies that integrate environmental knowledge into different subjects in teacher education. Research questions (i) What are pre-service teachers' attitudes toward the environment? (ii) What attributes characterize pre-service teachers' environmental attitudes? (iii) How can pre-service teachers’ environmental attitudes inform the development of teacher training programs to enhance environmental education? Methods and instruments The Rasch psychometric approach was applied to determine the factors that influenced the pre-service teachers' environmental attitudes. The Environmental Attitudes of Pre-service Preschool Teachers Scale and its subscales (i.e., Education, Alternative Experiences, Beliefs, Social Interactions, and Action Potential) were used to evaluate the pre-service teachers’ environmental attitudes. Quantitative data were interpreted using descriptive statistics and Rasch diagnostic procedures. Results The study's findings indicated that most of the pre-service teachers had positive attitudes toward the environment; however, the incentive for them to implement pro-environmental actions and acquire environmental knowledge was low. The results also provided evidence that outdoor nature activities enhanced the pre-service teachers' environmental education both formally and informally. Implications The study's findings showed that experiential nature-based learning, accompanied by reflection activities and using an interdisciplinary approach, enhanced the pre-service teachers' environmental knowledge, attitudes, and pedagogical techniques. Based on the findings, guidelines for implementing environmental education into a sustainable development curriculum for pre-service teachers were proposed. Finally, the findings provide valuable insights into how social stakeholders can promote environmental education in Hong Kong.
Authors: So Fong Ngan, Chun Sing Li
Institution: Saint Francis University
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,180
OpenAlex ID: W4413034787