References
- Agbedahin, A. 2019. “Sustainable Development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, Efficacy, Eminence, and Future.” Sustainable Development 27 (4): 669–680. doi:https://doi.org/10.1002/sd.1931.
- Andic, D. 2020. “Continuing Professional Development of Teachers in Education for Sustainable Development. Case Study of the Republic of Croatia.” Teacher Development 24 (2): 143–164.
- Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York: Freeman.
- Berglund, T., and N. Gericke. 2016. “Separated and Integrated Perspectives on Environmental, Economic and Social Dimensions – on Investigation of Student Views on Sustainable Development.” Environmental Education Research 22 (8): 1115–1138. doi:https://doi.org/10.1080/13504622.2015.1063589.
- Berglund, T., and N. Gericke. 2018. “Exploring the Role the Economy in Young Adults’ Understanding of Sustainable Development.” Sustainability 10 (8): 2738. doi:https://doi.org/10.3390/su10082738.
- Biasutti, M., E. Concina, and S. Frate. 2019. “Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for in-Service Teachers.” Sustainability 11 (5): 1238. doi:https://doi.org/10.3390/su11051238.
- Boeve-de Pauw, J. 2014. “Moving Environmental Education Forward through Evaluation.” Studies in Educational Evaluation 41: 1–3. doi:https://doi.org/10.1016/j.stueduc.2014.04.002.
- Boeve-de Pauw, J., N. Gericke, D. Olsson, and T. Berglund. 2015. “The Effectiveness of Education for Sustainable Development.” Sustainability 7 (11): 15693–15717. doi:https://doi.org/10.3390/su71115693.
- Borg, F., and N. Gericke. 2021. “Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools.” Sustainability 13 (7): 3838. doi:https://doi.org/10.3390/su13073838.
- Borg, C., N. Gericke, H.-O. Höglund, and E. Bergman. 2012. “The Barriers Encountered by Teachers Implementing Education for Sustainable Development: Discipline Bound Differences and Teaching Traditions.” Research in Science & Technological Education 30 (2): 185–207. doi:https://doi.org/10.1080/02635143.2012.699891.
- Borg, C., N. Gericke, H.-O. Höglund, and E. Bergman. 2014. “Subject- and Experience-Bound Differences in Teachers’ Conceptual Understanding of Sustainable Development.” Environmental Education Research 20 (4): 526–551. doi:https://doi.org/10.1080/13504622.2013.833584.
- Bray-Clark, N, andR. Bates. 2003. “Self-Efficacy Beliefs and Teacher Effectiveness: Implications for Professional Development.” Professional Educator 26 (1): 13–22.
- Breiting, S., and F. Mogensen. 1999. “Action Competence and Environmental Education.” Cambridge Journal of Education 29 (3): 349–353. doi:https://doi.org/10.1080/0305764990290305.
- Bürgener, L., and M. Barth. 2018. “Sustainability Competencies in Teacher Education. Making Teacher Education Count in Everyday School Practice.” Journal of Cleaner Production 174: 821–826. doi:https://doi.org/10.1016/j.jclepro.2017.10.263.
- Childs, D., N. Lee, J. Cadogan, and B. Dewsnap. 2019. “The (Potential) Dark Side to Self-Efficacy: Does It Always Enhance Performance?” Proceedings of the European Marketing Academy 48 (10133): 1–11.
- Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. London: Routledge.
- Dahl, T. 2019. “Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development.” Sustainability 11 (7): 1993. doi:https://doi.org/10.3390/su11071993.
- Dansereau, F. (Director). 2010. Hope Builders [Film]. Ottowa, Ontorio: National Film Board of Canada.
- Dessimone, L. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199.
- Dunning, D. 2011. “The Dunning-Kruger Effect: On Being Ignorant of One Own Ignorance.” In: Advances in Experimental Social Psychology, Vol. 44, 247–296. San Diego, CA: Elsevier.
- Evans, N. S., L. Tomas, and C. Woods. 2016. “Impact of Sustainability Pedagogies on Pre-Service Teachers’ Self-Efficacy.” Journal of Education for Sustainable Development 10 (2): 243–261. doi:https://doi.org/10.1177/0973408216650953.
- Fullan, M. 2001. The New Meaning of Educational Change. London: Routledge.
- Gardner, D. G., and J. L. Pierce. 1998. “Self-Esteem and Self-Efficacy within Organizational Context.” Group & Organization Management 23 (1): 48–70. doi:https://doi.org/10.1177/1059601198231004.
- Gericke, N., A. Manni, and U. Stagell. 2020. “The Green School Movement in Sweden – Past, Present and Future.” In Green Schools Movements around the World: Stories of Impact on Education for Sustainable Development, edited by A. Gough, J. C. Lee, and E. P. K. Tsang, 309–332. Cham, Switzerland: Springer.
- Granit-Dgani, D., A. Kaplan, and H. Flum. 2017. “Theory-Based Assessment in Environmental Education: A Tool for Formative Evaluation.” Environmental Education Research 23 (2): 269–299. doi:https://doi.org/10.1080/13504622.2016.1144172.
- Hansen, M. H. H., and M. K. Sillasen. 2020. “Missing Concordance between Knowledge and Efficacy among Danish Science Teacher Students regarding Education for Sustainable Development.” Nordic Studies in Science Education 16 (2): 215–227.
- Hopkins, C. 2012. “Twenty Years of Education for Sustainable Development.” Journal of Education for Sustainable Development 6 (1): 1–4. doi:https://doi.org/10.1177/097340821100600101.
- Kang, W. 2019. “Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers.” Sustainability 11 (9): 2532. doi:https://doi.org/10.3390/su11092532.
- Klassen, R. M., V. M. C. Tze, S. M. Betts, and K. A. Gordon. 2011. “Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?” Educational Psychology Review 23 (1): 21–43. doi:https://doi.org/10.1007/s10648-010-9141-8.
- Koc, E. 2021. “Intercultural Competence in Tourism and Hospitality: Self-Efficacy Beliefs and the Dunning-Kruger Effect.” International Journal of Intercultural Relations 82: 175–184. doi:https://doi.org/10.1016/j.ijintrel.2021.04.003.
- Kruger, J., and D. Dunning. 1999. “Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments.” Journal of Personality and Social Psychology 77 (6): 1121–1134.
- Mahmood, K. 2016. “Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect.” Communications in Information Literacy 10 (2): 198–213.
- Malandrakis, G., P. Papadopoulou, C. Gavrilakis, and A. Mogias. 2019. “An Education for Sustainable Development Self-Efficacy Scale for Primary Pre-Service Teachers: Construction and Validation.” The Journal of Environmental Education 50 (1): 23–36. doi:https://doi.org/10.1080/00958964.2018.1492366.
- Mogren, A., N. Gericke, and H.-Å. Scherp. 2019. “Whole School Approaches to Education for Sustainable Development: A Model That Links to School Improvement.” Environmental Education Research 25 (4): 508–531. doi:https://doi.org/10.1080/13504622.2018.1455074.
- Murphy, C., G. Smith, B. Mallon, and E. Redman. 2020. “Teaching about Sustainability through Inquiry-Based Science in Irish Primary Classrooms: The Impact of a Professional Development Programme on Teacher Self-Efficacy, Competence and Pedagogy.” Environmental Education Research 26 (8): 1112–1136. doi:https://doi.org/10.1080/13504622.2020.1776843.
- Murphy, C., B. Mallon, G. Smith, O. Kelly, V. Pitsia, and G. Martinez Sainz. 2021. “The Influence of a Teachers’ Professional Development Programme on Primary School Pupils Understanding of and Attitudes towards Sustainability.” Environmental Education Research 27 (7): 1011–1036. doi:https://doi.org/10.1080/13504622.2021.1889470.
- Naturskyddsföreningen. 2014. “Hållbar utveckling i skolan: Var god dröj [Sustainable Development in School: Please Wait].” https://www.naturskyddsforeningen.se/sites/default/files/dokument-media/rapporter/Rapport%20-%20var%20god%20dr%C3%B6j%2024-sidig%20ny.pdf
- Naturskyddsföreningen. 2018. “Hållbar utveckling i skolan [Sustainable Development in School].” https://www.naturskyddsforeningen.se/skola/ny-rapport-hallbar-utveckling-i-skolan
- Nousheen, A., S. A. Y. Zai, M. Waseem, and S. A. Khan. 2020. “Education for Sustainable Development (ESD): Effects of Sustainability Education on Preservice Teachers’ Attitude towards Sustainable Development (SD).” Journal of Cleaner Production 250: 119537. doi:https://doi.org/10.1016/j.jclepro.2019.119537.
- Öhman, J. 2008. Values and Democracy in Education for Sustainable Development. Malmö, Sweden: Liber.
- Öhman, M., and J. Öhman. 2012. “Harmoni eller konflikt? – en fallstudie av meningsinnehållet i utbildning för hållbar utveckling [Harmony or Conflict? – A Case Study of the Conceptual Meaning of Education for Sustainable Development].” Nordic Studies in Science Education 8 (1): 59–72. doi:https://doi.org/10.5617/nordina.359.
- Olsson, D.,N. Gericke, andJ. Boeve-De Pauw. 2022. “The Effectiveness of Education for Sustainable Development Revisited – A Longitudinal Study on Secondary Students’ Action Competence for Sustainability.” Environmental Education Research doi:https://doi.org/10.1080/13504622.2022.2033170.
- Popova, A., D. K. Evans, and V. Arancibia. 2016. Training Teachers on the Job What Works and How to Measure It. World Bank Policy Research Working Paper (September 2016). Washington, DC: World Bank
- Rauch, F. 2002. “The Potential of Education for Sustainable Development for Reform in Schools.” Environmental Education Research 8 (1): 43–51. doi:https://doi.org/10.1080/13504620120109646.
- Redman, E., A. Wiek, and A. Redman. 2018. “Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Application, Outlook.” Journal of Education for Sustainable Development 12 (1): 59–80. doi:https://doi.org/10.1177/2455133318777182.
- Redman, E., C. Murphy, Y. Mancilla Mendez, B. Mallon, L. Kater-Wettstaedt, M. Barth, G. Ortiz-Martínez, G. Smith, and O. Kelly. 2021. “International Scaling of Sustainability Continuing Professional Development for in-Service Teachers.” Interdisciplinary Journal of Environmental and Science Education 17 (3 - In Progress): e2243. doi:https://doi.org/10.21601/ijese/10936.
- Rittel, H. W., and M. W. Webber. 1973. “Dilemmas in a General Theory of Planning.” Policy Sciences 4 (2): 155–169. doi:https://doi.org/10.1007/BF01405730.
- Rudsberg, K., and J. Öhman. 2010. “Pluralism in Practice. Experiences from Swedish Evaluation, School Development and Research.” Environmental Education Research 16 (1): 95–111. doi:https://doi.org/10.1080/13504620903504073.
- Salanova, M., L. Lorente, and I. Martinez. 2012. “The Dark and Bright Sides of Self-Efficacy in Predicting Learning, Innovative and Risky Performances.” The Spanish Journal of Psychology 15 (3): 1123–1132. doi:https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39402.
- Sass, W., J. Boeve-de Pauw, D. Olsson, N. Gericke, S. De Maeyer, and P. Van Petegem. 2020. “Redifining Action Competence: The Case of Sustainable Development.” The Journal of Environmental Education 51 (4): 292–305. doi:https://doi.org/10.1080/00958964.2020.1765132.
- Sinakou, E., J. Boeve-de Pauw, and P. Van Petegem. 2019a. “Exploring the Concept of Sustainable Development within Education for Sustainable Development: Implications for ESD Research and Practice.” Environment, Development and Sustainability 21 (1): 1–10. doi:https://doi.org/10.1007/s10668-017-0032-8.
- Sinakou, E., V. Donche, J. Boeve-de Pauw, and P. Van Petegem. 2019b. “Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework.” Sustainability 11: 5994. doi:https://doi.org/10.3390/su11215994.
- Skolverket [Swedish National Agency for Education]. 2011. “Curriculum, Compulsory School, Preschool Class, Recreation centre: Revised 2018.” https://www.skolverket.se/publikationsserier/styrdokument/2018/curriculum-for-the-compulsory-school-preschool-class-and-school-age-educare-revised-2018
- Skolverket [Swedish National Agency for Education]. 2013. “Curriculum for the Upper Secondary School.” http://www.skolverket.se/publikationer?id=2975
- Skolverket [Swedish National Agency for Education]. 2018. “Curriculum for the Preschool Lpfö 18.” https://www.skolverket.se/getFile?file=4049
- Sleurs, W., ed. 2008. Competencies for ESD (Education for Sustainable Development) Teachers. A Framework to Integrate ESD in the Curriculum of Teacher Training Institutes. Brussels: Comenius 2.1 project 118277-CP-1-2004-BE-ComeniusC2.1.ENSI-CSCT.
- Spangenberg, K., J. Hylander, H. Lundmark, and A. Vungi. 2017. Hållbar utveckling i skolan – vi måste snabba på! Lärande för hållbar utveckling i Sveriges kommuner – en uppföljande kunskapsöversikt. Stockholm: The Swedish Society for Nature Conservation (SSNC).
- Summers, M., G. Corney, and A. Childs. 2003. “Teaching Sustainable Development in Primary Schools: An Empirical Study of Issues for Teachers.” Environmental Education Research 9 (3): 327–346. doi:https://doi.org/10.1080/13504620303458.
- Sund, P., and N. Gericke. 2020. “Teaching Contributions from Secondary School Subject Areas to Education for Sustainable Development – A Comparative Study of Science, Social Science and Language Teachers.” Environmental Education Research 26 (6): 772–794. doi:https://doi.org/10.1080/13504622.2020.1754341.
- Tilbury, D. 1992. “Environmental Education within Pre-Service Teacher Education: The Priority of Priorities.” International Journal of Environmental Education and Information 11: 267–280.
- Tilbury, D., and D. Wortman. 2006. “Whole School Approaches to Sustainability.” In Environmental and Geographical Education for Sustainability, edited by J. Lee and M. Williams, 95–107. New York: Nova Science.
- Tomkinson, B. 2011. “Education to Face the Wicked Challenges of Sustainability.” Journal of Social Sciences 7 (1): 1–5. doi:https://doi.org/10.3844/jssp.2011.1.5.
- United Nations Educational, Scientific and Cultural Organization. 2014. Shaping the Future we Want: UN Decade of Education for Sustainable Development (2005–2014) Final Report. Paris: UNESCO.
- United Nations Educational, Scientific and Cultural Organization. 2018. Issues and Trends in Education for Sustainable Development. Paris: UNESCO.
- Van Poeck, K., and L. O. Östman. 2019. “Open Schooling for Sustainable Cities and Communities: An Analytical Framework for Didactic Research.” In ECER 2019, European Conference on Educational Research, Education in an Era of Risk: The Role of Educational Research for the Future, Abstracts, Hamburg, Germay.
- Vare, P., and,W. Scott. 2007. “Learning for a Change.” Journal of Education for Sustainable Development 1 (2): 191–198. doi:https://doi.org/10.1177/097340820700100209.
- Vare, P., G. Arro, A. de Hamer, G. Del Gobbo, G. de Vries, F. Farioli, C. Kadji-Beltran, et al. 2019. “Devising a Competence-Based Training Program for Educators of Sustainable Development: Lessons Learned.” Sustainability 11 (7): 1890. doi:https://doi.org/10.3390/su11071890.
- Wilson, S. 2012. “Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education.” Australian Journal of Environmental Education 28 (1): 42–56. doi:https://doi.org/10.1017/aee.2012.5.