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Teacher Development
An international journal of teachers' professional development
Volume 18, 2014 - Issue 3
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Articles

Evaluating teachers’ self-perceptions of their knowledge and practice after participating in an environmental education professional development program

Toni A. SondergeldSchool of Educational Foundations, Leadership and Policies, Bowling Green State University, Bowling Green, OH, USA
,
Andrea R. MilnerTeacher Education, Adrian College, Adrian, MI, USACorrespondence[email protected]
&
Charles RopDepartment of Curriculum and Instruction, Judith Herb College of Education, University of Toledo, Toledo, OH, USA
Pages 281-302 | Received 19 Jul 2011, Accepted 24 Mar 2013, Published online: 30 Jul 2014

Citations (12)

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Read on this site (4)

Yue Li & Marianne E. Krasny. (2019) Practice change in environmental education: lessons from professional development. Environmental Education Research 25:7, pages 1119-1136.
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Marta Kowalczuk-Walędziak, Amélia Lopes, Isabel Menezes & Nuna Tormenta. (2017) Teachers pursuing a doctoral degree: motivations and perceived impact. Educational Research 59:3, pages 335-352.
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Oleg A. Sinelnikov, Insook Kim, Phillip Ward, Mathew Curtner-Smith & Weidong Li. (2016) Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy 21:4, pages 425-440.
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Nicole A. Shea, Chrystalla Mouza & Andrea Drewes. (2016) Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs. Journal of Science Teacher Education 27:3, pages 235-258.
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Articles from other publishers (8)

Eirini Tzovla & Katerina Kedraka. 2023. Impactful Classroom Experiences in Elementary Schools. Impactful Classroom Experiences in Elementary Schools 75 104 .
Zhenzhen Zhang, Kathryn T. Stevenson & Katherine L. Martin. (2021) Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA. Urban Forestry & Urban Greening 65, pages 127323.
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Leonard Molefe & Jean-Baptiste Aubin. (2021) PRE-SERVICE TEACHERS’ VIEWS ABOUT ECOSYSTEM-BASED FIELDWORK IN TERMS OF THE NATURE OF ENVIRONMENTAL EDUCATION, INVESTIGATIONS, SKILLS AND PROCESSES. Journal of Baltic Science Education 20:4, pages 622-638.
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Leonard Molefe & Jean-Baptiste Aubin. (2021) Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience. South African Journal of Education 41:2, pages 1-13.
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Joy Bertling & Kristin Rearden. (2018) Professional Development on a Sustainable Shoestring: Propagating Place-Based Art Education in Fertile Soil. Discourse and Communication for Sustainable Education 9:2, pages 5-20.
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Makbule KUBİLAY TATAR & Hatice ÖZENOĞLU. (2018) Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Bilgisine ve Öğretimine İlişkin Öz-yeterlik İnançları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi:46, pages 261-293.
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Bjarne Wahlgren, Kristina Mariager-Anderson & Sia Hovmand Sørensen. (2016) Expanding the traditional role of the adult education teacher – The development of relational competences and actions. Teaching and Teacher Education 60, pages 303-311.
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Andrea R. Milner. (2015) The Utility and Beauty of STEM Education. School Science and Mathematics 115:2, pages 53-55.
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