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A hypothetical model is formulated from definitions of competence, a comprehensive literature review, and theoretical frameworks regarding teachers’ roles, general competencies, and professional development in environmental education. The model is then empirically tested via a nationwide survey of Greek secondary teachers. Results show strong consensus among practitioners on content and suggest alterations to the initial category scheme.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/theoretical-formulation-and-empirical-investigation-of-a-conceptual-model-of-teachers-competence-in-environmental-education/597423/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/theoretical-formulation-and-empirical-investigation-of-a-conceptual-model-of-teachers-competence-in-environmental-education/597423.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the primary aim of the study?","Question",{"text":112,"@type":113},"To propose a theoretically and empirically valid definition of the construct of teachers’ competence in environmental education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the conceptual model developed?",{"text":117,"@type":113},"Through two phases: formulation of a hypothetical model using competence definitions, an extensive literature review, and theoretical considerations and frameworks about teachers’ roles and development in environmental education.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the model tested and what did the results show?",{"text":121,"@type":113},"It was empirically tested by surveying a nationwide sample of Greek secondary education teachers. Findings indicate high consensus on the model’s content and the need to alter parts of the initially proposed category scheme.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597423,1792190440,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Theoretical Formulation and Empirical Investigation of a Conceptual Model of Teachers’ Competence in Environmental Education  \nMaria Daskolia & Evgenia Flogaitis, University of Athens, Greece  \nAbstract  \nThis study primarily aimed to suggest a theoretically and empirically valid definition for the construct of teachers’ competence in environmental education. The study was designed and developed in two phases. We first attempted to formulate a hypothetical model of teachers’ competence in environmental education, based on a specification of the concept of “competence,” an extensive literature review, and analysis of theoretical considerations and proposed frameworks concerning teachers’ roles, general competencies and professional development in environmental education. This model was then empirically tested by surveying a nationwide sample of Greek secondary education teachers. The findings of the study indicate a high degree of consensus on the part of the Greek environmental education practitioners concerning the model’s content. As far as the model’s structure is concerned, we conclude that there should be some alterations in the initially proposed category scheme.  \nRésumé  \nConçue et développée en deux phases, cette étude visait principalement à proposer une définition valide sur le plan tant théorique qu’empirique pour la construction de la compétence des enseignants du domaine de l’ERE.  \nNous avons tout d’abord tenté de formuler un modèle hypothétique de la compétence des enseignants en ERE en nous appuyant sur une spécification du concept de « compétence », un examen approfondi de la documentation et l’analyse des considérations théoriques et des cadres proposés quant aux rôles, aux compétencesgénérales et au perfectionnement professionnel desenseignants évoluant dans le domaine de l’ERE. Ce modèle a par la suite subi une épreuve empirique à l’aide d’un sondage effectué, à l’échelle nationale, auprès d’un échantillon d’enseignants du système d’éducation secondaire en Grèce. Les conclusions de l’étude révèlent un consensus marqué, chez les éducateurs environnementaux grecs, pour le contenu du modèle. En ce qui a trait à la structure du modèle, nos conclusions reconnaissent la nécessité d’apporter certaines modifications aux catégories proposées au départ.  \nIt is widely acknowledged that teacher education, both at the preservice and the inservice level, can and should play an important role in the development of teachers’ competence in environmental education, and in this way, assist the  \nCanadian Journal of Environmental Education, 8, Spring 2003 249  \npromotion and development of environmental education itself (Tilbury, 1993; UNESCO-UNEP, 1988; Wilke, Peyton, & Hungerford, 1987) . To be efficient and successful, the whole venture has to be built on an agreed conception of teachers’ competence in environmental education, based in both theory and practice.  \nHowever difficult this may sound, in order to claim a widely approved definition of any environmental education concept or construct (Sauvé, 1992, 1994), it is absolutely necessary for teacher education program design and implementation to be preceded by adopting, either explicitly or implicitly, a certain viewpoint of the “right” teacher for environmental education (Glasgow, 1996, p. 72) . What is most often ascertained in practice is a mismatch of different viewpoints on proposed teacher education goals and content. Other criticisms include poor appreciation of teachers’ training needs and expectations and the consequent failure to take these into account in program design (Chung, 1991; Lane, Wilke, Champeau, & Sivek, 1994), and the lack of any particular theoretical framework on teacher competency in environmental education to use as a practical guideline (Simmons, 1995) .  \nThis not only strengthens the view that the integration of teacher education and environmental education should remain among the top priorities of environmental education theory and resear","cbCainfMqKROvz9M","https://ap.wps.com/l/cbCainfMqKROvz9M","pdf",405744,"English","# Abstract\n# Rationale and Aim of the Study\n## Background and problem framing\n## Purpose and intended use","[{\"question\":\"What was the primary aim of the study?\",\"answer\":\"To propose a theoretically and empirically valid definition of the construct of teachers’ competence in environmental education.\"},{\"question\":\"How was the conceptual model developed?\",\"answer\":\"Through two phases: formulation of a hypothetical model using competence definitions, an extensive literature review, and theoretical considerations and frameworks about teachers’ roles and development in environmental education.\"},{\"question\":\"How was the model tested and what did the results show?\",\"answer\":\"It was empirically tested by surveying a nationwide sample of Greek secondary education teachers. Findings indicate high consensus on the model’s content and the need to alter parts of the initially proposed category scheme.\"}]","Theoretical Formulation and Empirical Investigation of a Conceptual Model of Teachers’ Competence in Environmental Education | PDF",1792084982,48]