An Exploratory Study of Presevice Teachers' Beliefs About the Environment

The environmental teaching efficacy beliefs of elementary preservice teachers, are discussed. The connection between beliefs and teaching practice begins in the concept of self-efficacy. The impact of information sources on teaching efficacy depends on an individual's cognitive processing. Cognitive processing determines how the four sources of information influence the teaching-task analysis and personal teaching competence. It is considered that preservice teachers need to become more aware of how their teaching belief shapes their teaching practice. Teacher educators also need to be explicit in the objectives and delivery of environmental education (EE) activities and curricula with preservice teachers. Reliability analysis can also be used to determine the teaching efficacy efficiently.