Influences on the attitudes of pre-service preschool teachers in Hong Kong on environmental education

Influences on the attitudes of pre-service preschool teachers in Hong Kong on environmental education

• Ngan, So Fong The Education University of Hong Kong

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology

Environmental Education Environmental Attitudes Pre-service Preschool Teachers Rasch Modeling EAPPT Scale

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The mixed methods study detailed in this thesis, which involved 238 Higher Diploma of Early Childhood Education students, investigated the influences on the environmental attitudes of pre-service preschool teachers (hereafter, pre-service teachers) in Hong Kong. The research design adopted both quantitative and qualitative approaches. The quantitative approach was the dominant method of data collection, and it consisted of a web-based self-administrated survey, namely, the Environmental Attitudes of Pre-service Preschool Teachers Scale (EAPPT Scale), which had 52 items that were measured by a Likert-type scale. The qualitative approach aimed to supplement the quantitative findings, and the method involved three face-to-face focus group interviews. The quantitative and qualitative data were analyzed using Rasch modeling and the thematic approach, respectively.In this study, the Rasch Rating Scale Model (RSM) was utilized to examine the quantitative data of the EAPPT. Person supportiveness and item agreeability were both expressed as probabilistic units (i.e., logits or log-odds) in reference to the same continuum. The Rasch RSM is a probabilistic approach that converts non-linear data (i.e., ordinal data) into linear data (i.e., logits) for the in-depth analysis of psychometric variables.The Rasch modeling analysis found that the EAPPT Scale and its five subscales, namely, education, alternative experiences, beliefs, social interactions, and action potential, fit the Rasch model well, and the respective reliability of the subscales was good. Through the triangulation process, the qualitative results mostly concurred with the quantitative findings. The pre-service teachers’ scores in the action potential domain were comparatively lower than those in the other domains. The most influential factors of the environmental attitudes of the pre-service teachers were in the education and alternative experiences domains. The key findings were encouraging in that, overall, the pre-service teachers had a strong sense of environmental awareness. However, self-benefits and decision-making were major barriers to implementing pro-environmental behavior. Future research should focus on ways to break through these barriers. All rights reserved.

EdD

The Education University of Hong Kong

Hong Kong

• English

Dissertation Theses

https://bibliography.lib.eduhk.hk/bibs/ecd9a570

2022-11-03