What's new

This mixed-methods study used a pre-test and post-test design with preservice teachers taking a compulsory environmental education paper in a Bachelor of Teaching programme at a New Zealand university. It measured their environmental literacy and their sense of how prepared they were to teach environmental education. Environmental literacy shifted only slightly, but confidence to teach increased significantly after the paper. Correlations between environmental knowledge and affective dispositions became stronger.

Why it matters in Aotearoa

The confidence and capability of new teachers affects how much environmental and outdoor learning happens in Aotearoa schools. Teacher education programmes may lift confidence more easily than literacy, so schools may still need to support beginning teachers' knowledge.

Putting it into practice

When mentoring beginning teachers, pair their growing confidence with practical support to build environmental knowledge, for example co-planning a local environmental inquiry.

How strong is the evidence

This is a pre/post mixed-methods study of a single paper at one university. The abstract does not report sample size or follow-up into teachers' later practice.

What to read

The findings and the implications for teacher education programmes.

Who it's for