The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD
Round 1
Reviewer 1 Report
- The manuscript has potential to make a significant contribution to literature on teachers’ competencies for ESD. For that, it requires substantial revisions.
- There is a need to mention a clear rationale (such as research gap) for the study. In its current form, no clear justification of the study has been provided.
- The study framework is unclear.
- There is no mention of ESD dimensions in the scale. It is not clear how this scale can be used to assess science teachers’ competencies for ESD.
- The conclusion section has not mentioned any take away message.
- There is no mention of the study implications for future research or practices.
- There is also no mentioning of any ethical considerations that were taken into account for the study.
- There are some unwarranted claims throughout the manuscript. Please support them with literature.
Some comments are mentioned in the attached file. Please see.
Comments for author File: 
Comments.pdf
Author Response
Please see the attachment
Author Response File: Author Response.pdf
Reviewer 2 Report
Please see the annotated pdf.
Comments for author File: Comments.pdf
Author Response
Please see the attachment
Author Response File: Author Response.pdf
Round 2
Reviewer 1 Report
Thank you for addressing the comments. As mentioend in the previous review, theortical framework is unclear in the revised draft too. The revised version still has a problem regarding justification of the domains mentioned in the questionnnaire. Table 1 on page 5 has included 7 domains (content knowledge, content pedagogy, inquiry, professional practice, evaluation, professional develoment and attitude). However, it is NOT clear how these domains realte to ESD competencies. They are very much competencies for science teaching. An clear explanation of this is needed.
In the abstract, it has been mentioned that "The absence of instrument to assess science teacher competencies to teach ESD can create a new issue since the appointed science teacher can be unqualified to teach ESD". This argument is unclear. My understanding is that there is generally no qualification for teaching ESD. It is expected that teachers are preapared as ESD educators in their teacher preparation programme. You might find the following report useful in revising your framework. Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan - UCL Discovery
Author Response
Thank you very much for your feedback. We have revised our paper accordingly.
Author Response File: Author Response.pdf
Reviewer 2 Report
The authors have revised the manuscript according to my comments.
I would advise to accept it and proceed further.
Author Response
Thank you very much for your acceptance of our paper.
Round 3
Reviewer 1 Report
Thank you for revising the manuscript in the light of comments. There are still some minor issues in the discussion section. Some text in the discussion section is not directly rooted in the study findings instead it is about suggestions. For example:
A science teacher pursuing ESD must master ESD content and integrate ESD content into science concepts. On the other hand, the science teacher should adapt curriculum material to develop their pedagogical design capacity for ESD lessons. The science teacher should create sustainable learning goals, determine ESD issues relevant to the science concepts, make plans for science-integrated ESD learning, implement it, and evaluate its implementation.
The discussion section should focus on discussing the findings and avoid including any opinions beyond the study scope.
There is a need of a thorough langauge editing.
Author Response
Dear reviewer,
Thank you very much for your comments and suggestions. We have revised our paper accordingly.
Best regards,
Ari
Author Response File: Author Response.pdf
