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Emotions and pre-service teachers' motivation to teach the context of returning wolves.

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Title: Emotions and pre-service teachers' motivation to teach the context of returning wolves.
Authors: Büssing, Alexander Georg1 alexander.buessing@biologie.uni-osnabrueck.de, Schleper, Maike1, Menzel, Susanne1
Source: Environmental Education Research. Aug2019, Vol. 25 Issue 8, p1174-1189. 16p. 3 Diagrams, 1 Chart, 1 Graph.
Subject Terms: *Emotions, *Student teachers, *Motivation (Psychology), Questionnaires, Sustainable development, Anger
Abstract: Biodiversity issues can fruitfully be adopted as contexts of Education for Sustainable Development, as they involve ecological, economic and social dimensions. But as these contexts are demanding to teach, we need to know more about motivational factors to determine how teacher education should be conducted to lead to motivated teachers. To study this, we employed a quantitative paper-and-pencil questionnaire and surveyed 120 pre-service biology teachers (Mage = 23.2 years, SD = 3.3) based on the model of goal-directed behavior. Enjoyment towards teaching the topic was more frequently reported than fear and anger. The anticipated enjoyment correlated positively and anger negatively with the desires to teach. In a structural equation model, attitudes, enjoyment and perceived behavioral control significantly predicted the desires to teach and should therefore be fostered in environmental teacher education. Furthermore, we found an interesting connection between PBC and enjoyment, which is further discussed in the paper. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Emotions and pre-service teachers' motivation to teach the context of returning wolves.
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  Data: <searchLink fieldCode="AR" term="%22Büssing%2C+Alexander+Georg%22">Büssing, Alexander Georg</searchLink><relatesTo>1</relatesTo><i> alexander.buessing@biologie.uni-osnabrueck.de</i><br /><searchLink fieldCode="AR" term="%22Schleper%2C+Maike%22">Schleper, Maike</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Menzel%2C+Susanne%22">Menzel, Susanne</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Aug2019, Vol. 25 Issue 8, p1174-1189. 16p. 3 Diagrams, 1 Chart, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink><br /><searchLink fieldCode="DE" term="%22Anger%22">Anger</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Biodiversity issues can fruitfully be adopted as contexts of Education for Sustainable Development, as they involve ecological, economic and social dimensions. But as these contexts are demanding to teach, we need to know more about motivational factors to determine how teacher education should be conducted to lead to motivated teachers. To study this, we employed a quantitative paper-and-pencil questionnaire and surveyed 120 pre-service biology teachers (Mage = 23.2 years, SD = 3.3) based on the model of goal-directed behavior. Enjoyment towards teaching the topic was more frequently reported than fear and anger. The anticipated enjoyment correlated positively and anger negatively with the desires to teach. In a structural equation model, attitudes, enjoyment and perceived behavioral control significantly predicted the desires to teach and should therefore be fostered in environmental teacher education. Furthermore, we found an interesting connection between PBC and enjoyment, which is further discussed in the paper. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2018.1487034
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        Text: English
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              M: 08
              Text: Aug2019
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