The Relationship between Pre-Service Early Childhood Teachers’ Environmental Education Self-Efficacy Beliefs and Their Attitudes towards Sustainable Environment

Abstract

The main purpose of this study is to examine the relationship between pre-service early childhood teachers’ environmental education self-efficacy beliefs and their attitudes towards sustainable environment. This research was conducted with a total of 129 pre-service early childhood teachers in a public university of Ankara, Turkey. To collect the data of pre-service teachers’ attitudes toward sustainable environment, Sustainable Environment Attitude Scale (SEAS) was employed. Besides, Environmental Education Self-Efficacy Scale (EESS) was used to identify pre-service teachers’ self-efficacy beliefs about environmental education. To analyze the data, independent sample t-test analysis was conducted for comparison of groups. Moreover, one-way analysis of variances (ANOVA) was executed for contrasting groups in terms of grade level. Lastly, the Pearson’s correlation was employed to investigate the relationship between environmental education self-efficacy beliefs and sustainable environment attitudes. Results showed that there is a statistically significant relationship between pre-service teachers’ environmental education self-efficacy beliefs and their attitudes toward sustainable environment.

Keywords

• Early childhood education
• environmental education in early childhood education
• sustainability in early childhood education
• pre-service early childhood teachers.

Okul Öncesi Öğretmen Adaylarının Çevre Eğitimi Öz-Yeterlik İnanışları ve Sürdürülebilir Çevreye Yönelik Tutumları Arasındaki İlişki

Abstract

Bu çalışmanın amacı okul öncesi öğretmen adaylarının çevre eğitimi öz-yeterlik inanışları ve sürdürülebilir çevreye karşı tutumları arasındaki ilişkiyi incelemektir. Araştırmanın örneklemini Ankara’da devlet üniversitesinde öğrenim görmekte olan 129 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının sürdürülebilir çevreye karşı tutumlarını ölçmek için Sürdürülebilir Çevre Tutum Ölçeği, çevre eğitimi öz-yeterlik inanışlarını ölçmek için ise Çevre Eğitimi Öz-Yeterlik Ölçeği kullanılmıştır. Araştırmanın analizinde grupları karşılaştırmak için bağımsız örneklerim t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Pearson korelasyon analizi ile çevre eğitimi öz-yeterlik inanışları ve sürdürülebilir çevreye karşı tutumları arasındaki ilişkiye bakılmıştır. Verilerin analizi sonucunda, öğretmen adaylarının çevre eğitimi öz-yeterlik inanışları ve sürdürülebilir çevreye karşı tutumları arasında istatistiksel olarak anlamlı bir ilişki saptanmıştır.

Keywords

• Okul öncesi eğitimi
• okul öncesinde çevre eğitimi
• okul öncesinde sürdürülebilirlik
• okul öncesi öğretmen adayları.

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