The aim of this thesis was to study determinants of a readiness for pro-environmental travel behavior in households. Four empirical studies were conducted examining reduction in car use (Study I), acceptability of transport policy measures (Study II and III), and behavioral adaptations in response to travel demand management (TDM) measures (Study IV). In Study I, the aim was to interrupt habitual car use by means of a deliberation intervention and to examine the importance of moral motivation (i.e., personal norm) for car use reduction. Results showed that, as a result of the intervention, car use was mainly reduced among car users with a strong car use habit and a strong moral motivation to reduce car use. The aim of Study II was to examine factors important for the acceptability of three TDM measures: raised tax on fossil fuel, improved public transport, and an information campaign. The results demonstrated the importance of general environmental beliefs (i.e., pro-environmental orientation, problem awareness, personal norm, and willingness to reduce car use) and policy specific beliefs (i.e., perceived impact on freedom to choose travel mode and own car use, perceived effectiveness, and perceived fairness) for the acceptability of the measures. Furthermore, personal norm was found to be particularly important for the acceptability of raised tax and the information campaign, whereas problem awareness was more important for the acceptability of improved public transport. Following up on Study II, the purpose of Study III was to examine the acceptability of single and combined transport policy measures, more specifically, raised tax on fossil fuel, improved public transport, subsidies of renewable fuel, a package of raised tax on fossil fuel and improved public transport, and a package of raised tax on fossil fuel and subsidies of renewable fuel. General environmental beliefs (i.e., pro-environmental orientation, problem awareness, personal norm, and willingness to act) and policy specific beliefs (i.e., perceived effectiveness and perceived fairness) were found to be important for the acceptability of the measures. Moreover, personal norm was particularly important for the acceptability of raised tax on fossil fuel and the packages, while problem awareness was more important for the acceptability of improved public transport and subsidies of renewable fuel. The aim of Study IV was to examine the behavioral adaptations, more specifically, the expected car use reduction, in response to three hypothetical TDM measures: raised tax on fossil fuel, improved public transport, and a package of raised tax on fossil fuel and improved public transport. Furthermore, factors important for the expected car use reduction were analyzed. Results showed that a combination of the measures was expected to lead to a larger car use reduction compared to the single measures, and the most commonly chosen reduction strategies were more efficient car use and changing travel mode. Moreover, internal motivational factors, such as personal norm, and the perceived personal impact of the measures were important for expected car use reduction in response to the measures.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-04-17T11:42:34Z No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-17T11:52:58Z (GMT) No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-17T11:52:58Z (GMT). No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-31 / This research was carried out in a Modern Language Course at a federal university in central western Brazil and aimed at investigating the beliefs of an English language teacher educator about what it means to be a good English language teacher educator in the process of teaching and learning, and also at verifying the reflections of the English language teacher educator’s students, pre-service English teachers, about her beliefs. The theoretical framework was based on the field of language teachers’ education (PERRENOUD, 1999; CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002; ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO, 2011; VIANA, 2011; HALU, 2014) and beliefs about foreign language teaching/learning (PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999; SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013; HAYASHI, 2015). The case study methodology was employed and the following data collection instruments were used: questionnaires, narrative, interviews, class observations (supported by field notes and audio recordings), and group discussion. Regarding the teacher educator’s beliefs, results suggest that she believes that the good teacher educator makes use of pair/group work, employs ludic activities in classes, values continuous education, uses technological resources, works not only with intellectuality, but also with emotions/feelings, and can influence the adoption of postures throughout pre-service teacher’s academic education and teaching practice. The data obtained also reveal the existence of a central belief in which the other beliefs of the English language teacher educator are held: the good teacher educator must pay careful attention to the learning environment so that the learner can feel comfortable to learn. It is also verified that there is congruence between the teacher educator’s beliefs and her pedagogical actions. As for the reflections of students, pre-service teachers, concerning their teacher educator’s beliefs, results indicate that they share her beliefs and understand that they influence in a positive way both their academic education and teaching practices, since they already work as English language teachers. The analysis of the students’ reflections also suggests that the teacher educator’s central belief - the good teacher educator must pay careful attention to the learning environment so that the learner can feel comfortable to learn - seems to be understood in a positive way by the students, once they demonstrate a more humanized posture because they acknowledge that the learners’ emotional framework must be taken into consideration. This study indicates the importance of seriously considering the possibility of teacher educator’s influence in relation to their undergraduate students. It is imperative to keep this in mind when dealing with teachers’ education, since teacher educator’s beliefs and actions can influence both positively and negatively. / Esta pesquisa, realizada em um curso de Letras Inglês de uma universidade pública da região centro-oeste do Brasil, teve como objetivo investigar as crenças de uma professora formadora de língua inglesa acerca do que significa ser um bom professor formador de inglês ao longo do processo de se ensinar/aprender, além de verificar as reflexões de seus alunos, professores em formação, acerca de suas crenças. O referencial teórico apoiou-se na área de formação de professores de línguas (PERRENOUD, 1999; CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002; ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO, 2011; VIANA, 2011; HALU, 2014) e de crenças no campo de ensino/aprendizagem de línguas (PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999; SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013; HAYASHI, 2015). A metodologia escolhida foi o estudo de caso, e os seguintes instrumentos de coleta de dados foram utilizados: questionários, narrativa, entrevistas, observações de aulas, acompanhadas de anotações de campo e gravações em áudio, e grupo de discussão. Quanto às crenças da professora formadora, os resultados sugerem que ela acredita que o bom professor formador faz uso de trabalho em pares/grupos, emprega atividades lúdicas em suas aulas, preza pela formação contínua, utiliza recursos tecnológicos, não trabalha apenas com intelectualidade, mas também com emoções/sentimentos, e pode influenciar a adoção de posturas ao longo da formação e prática docente do professor em formação. Os dados obtidos também revelam a existência de uma crença central na qual se sustentam as demais crenças da professora formadora: o bom professor formador deve estar atento ao ambiente para que o aprendiz se sinta confortável para aprender. Verifica-se ainda que há congruência entre as crenças da formadora e suas ações pedagógicas. No tocante às reflexões dos alunos, professores em formação, em relação às crenças de sua docente formadora, os resultados indicam que eles compartilham de suas crenças e percebem que influenciam de modo positivo tanto em sua formação acadêmica quanto em suas práticas docentes, uma vez que já atuam como professores de língua inglesa. A análise das reflexões dos acadêmicos sugere também que a crença central da docente formadora de que o bom docente formador se preocupa em tornar o contexto de aprendizagem o mais favorável possível parece ser entendida por seus alunos positivamente, uma vez que demonstram uma postura mais humanizadora porque reconhecem que os aspectos emocionais dos aprendizes devem ser levados em consideração. Este estudo evidencia a importância de considerarmos seriamente a possibilidade de influência do docente formador em relação a seus formandos. É imprescindível ter isso em mente ao se formar professores, pois as crenças e ações dos formadores podem influenciar tanto de modo positivo quanto negativo.

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