Research Article
PDF Zotero Mendeley EndNote BibTex Cite

YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ

Year 2020, Volume 2, Issue 2, 111 - 132, 15.12.2020

Abstract

Yirmi birinci yüzyılda toplumsal, çevresel ve ekonomik bağlamda yaşanan sorunlar nedeniyle, sürdürülebilirlik kavramı birçok ülkenin gündeminde yer almış ve küresel anlamda ortak bir politika haline gelmiştir. Son yıllarda, belirtilen alanlarda yaşanan sorunların çözümü için ise sürdürülebilir kalkınma için eğitim kavramına odaklanılmaktır. Bu nedenle, sürdürülebilir kalkınmayı sağlamada özellikle eğitim fakülteleri kritik bir rol üstlenmektedir. Türkiye’de de bu amaç doğrultusunda yenilenen öğretmen eğitimi lisans programlarında sürdürülebilirlik ve sürdürülebilir kalkınma için eğitim kavramına yer verildiği görülmektedir. Bu kavramsal araştırmanın temel amacı yenilenen öğretmen yetiştirme lisans programlarını sürdürülebilir kalkınma için eğitim kavramı bağlamında incelemektir. Çalışmada, öğretmenlik mesleğinin üç boyutu olan meslek bilgisi, alan bilgisi ve genel kültür dersleri içeriğinde sürdürülebilirlik ve sürdürülebilir kalkınma için eğitim ile ilgili kavramlar incelenmiştir. Çalışma sonucunda, lisans programlarında bu kavramların sadece seçmeli dersler içerisinde yer aldığı ve bu derslerin çoğunlukla alan bilgisi kategorisinde yoğunlaştığı görülmüştür. Ayrıca, bu derslerin birçoğunda sürdürülebilirlik kavramının toplum, çevre ve ekonomi olmak üzere tüm boyutlarına vurgu yapıldığı görülmüştür. Çalışmanın sonunda, sürdürülebilir kalkınma için eğitim ile ilgili olarak, uygulayıcı ve araştırmacılara birtakım önerilerde bulunulmuştur.

References

  • Anyolo, E. O., Kärkkäinen, S., and Keinonen, T. (2018). Implementing education for sustainable development in Namibia: School teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64-81.
  • Bertschy, F., Künzli, C., and Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067-5080.
  • Birleşmiş Milletler Türkiye. (2016). Yoksulluğun yok edilmesi ve refahın eşit paylaşımı için Sürdürülebilir Kalkınma Amaçları. http://www.un.org.tr/belgeler/surdurulebilir-kalkinma-hedefleri/ adresinden erişildi.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Bozloğan, R. (2010). Sürdürülebilir gelişme düşüncesinin tarihsel arka planı. Sosyal Siyaset Konferansları Dergisi, (50), 1011-1028.
  • Bradbery, D. (2013). Bridges to global citizenship: ecologically sustainable futures utilising children's literature in teacher education. Australian Journal of Environmental Education, 29(2), 221-237.
  • Brandt, J. O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education. International Journal of Sustainability in Higher Education.
  • Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of cleaner production, 174, 821-826.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Ferreira, J. A., Ryan, L., & Tilbury, D. (2007). Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional development models. Journal of Education for Teaching, 33(2), 225-239.
  • Fien, J., & Parker, J. (2010). Education for sustainable development lens: a policy and practice review tool. UNESCO, Paris. https://unesdoc.unesco.org/ark:/48223/pf0000190898 sayfasından erişildi.
  • Fitzpatrick, J. J. (2016). Environmental sustainability assessment of using forest wood for heat energy in Ireland. Renewable and Sustainable Energy Reviews, 57, 1287-1295.
  • Gast, J., Gundolf, K., & Cesinger, B. (2017). Doing business in a green way: A systematic review of the ecological sustainability entrepreneurship literature and future research directions. Journal of Cleaner Production, 147, 44-56.
  • Geissdoerfer, M., Savaget, P., Bocken, N. M., & Hultink, E. J. (2017). The Circular Economy–A new sustainability paradigm?. Journal of cleaner production, 143, 757-768.
  • Ghorbani, S., Jafari, S. E. M., & Sharifian, F. (2018). Learning to be: Teachers’ competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20-45.
  • Hojnik, J., & Ruzzier, M. (2016). What drives eco-innovation? A review of an emerging literature. Environmental Innovation and Societal Transitions, 19, 31-41.
  • Kieu, T. K., Singer, J., & Gannon, T. J. (2016). Education for sustainable development in Vietnam: Lessons learned from teacher education. International Journal of Sustainability in Higher Education, 17(6), 853-874.
  • Korkmaz, G. (2019). Yükseköğretimde proje tabanlı eğitim programlarının incelenmesi: Türk üniversiteleri için kavramsal bir model önerisi (Yayımlanmamış doktora tezi), Gazi Üniversitesi, Türkiye.
  • Kumar, R. (2011). Research methodology. Thousand Oaks, CA: Sage
  • LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60.
  • Lozano, F. J., & Lozano, R. (2014). Developing the curriculum for a new Bachelor's degree in Engineering for Sustainable Development. Journal of Cleaner Production, 64, 136-146.
  • Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. Sustainability, 11(6), 1602.
  • Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
  • OECD [Organisation for Economic Co-operation and Development]. (2007). Annual report on sustainable development work in the OECD. http://www.oecd.org/greengrowth/40015309.pdf adresinden erişildi.
  • O'Leary, Z. (2013). The essential guide to doing your research project. London: Sage.
  • Özdemir, M. (2010). Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1), 323-343.
  • Öztürk, M. (2017). Sürdürülebilir Gelişme odaklı Eğitim: Kuramsal Çerçeve, Tarihsel Gelişim ve Uygulamaya Dönük Öneriler. İlköğretim Online, 16(4), 1-11.
  • Pan, X. X., Chen, M. L., Ying, L. M., & Zhang, F. F. (2019). An empirical study on energy utilization efficiency, economic development, and sustainable management. Environmental Science and Pollution Research, 1-8.
  • Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International Journal of Nursing Studies, 47(11), 1451-1458.
  • Ralph, M., & Stubbs, W. (2014). Integrating environmental sustainability into universities. Higher Education, 67(1), 71-90.
  • Rauch, F., & Steiner, R. (2013). Competences for education for sustainable development in teacher education. CEPS journal, 3(1), 9-24.
  • Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
  • Roosa, S. A. (2010). Sustainable development handbook. The Fairmont Press, Inc..
  • Ryan, A. (2011). Education for sustainable development and holistic curriculum change. The Higher Education Academy. https://sustainability.glos.ac.uk/wp-content/uploads/2017/07/ESD-and-holistic-curriculum-change.pdf adresinden erişildi.
  • Sengers, F., Wieczorek, A. J., & Raven, R. (2019). Experimenting for sustainability transitions: A systematic literature review. Technological Forecasting and Social Change, 145, 153-164.
  • Spindler, E. A. (2013). The History of Sustainability the origins and effects of a popular concept. In Sustainability in Tourism (pp. 9-31). Springer Gabler, Wiesbaden. Taimur S. (2020). Pedagogical Training for Sustainability Education. In: Leal Filho W., Azul A., Brandli L., Özuyar P., Wall T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.
  • UN [United Nations]. (2012). The future we want: Outcome document of the United Nations Conference on Sustainable Development Rio de Janeiro, Brazil, 20–22 June 2012. https://sustainabledevelopment.un.org/content/documents/733FutureWeWant.pdf adresinden erişildi.
  • UN [United Nations]. (2015). Transforming our world: The 2030 agenda for sustainable development. General Assembley 70 session. https://sustainabledevelopment.un.org/post2015/transformingourworld/publication adresinden erişildi.
  • UNESCO [United Nations Educational Scientific and Cultural Organization]. (2005). UNESCO and Sustainable Development. http://unesdoc.unesco.org/images/0013/001393/139369e.pdf adresinden erişildi.
  • UNESCO [United Nations Educational Scientific and Cultural Organization]. (2017). Education for Sustainable Development Goals: Learning objectives. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf adresinden erişildi.
  • UNESCO [United Nations Educational Scientific and Cultural Organization]. (2018). Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators. https://unesdoc.unesco.org/ark:/48223/pf0000265760 adresinden erişildi.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Year 2020, Volume 2, Issue 2, 111 - 132, 15.12.2020

Abstract

References

  • Anyolo, E. O., Kärkkäinen, S., and Keinonen, T. (2018). Implementing education for sustainable development in Namibia: School teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64-81.
  • Bertschy, F., Künzli, C., and Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067-5080.
  • Birleşmiş Milletler Türkiye. (2016). Yoksulluğun yok edilmesi ve refahın eşit paylaşımı için Sürdürülebilir Kalkınma Amaçları. http://www.un.org.tr/belgeler/surdurulebilir-kalkinma-hedefleri/ adresinden erişildi.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Bozloğan, R. (2010). Sürdürülebilir gelişme düşüncesinin tarihsel arka planı. Sosyal Siyaset Konferansları Dergisi, (50), 1011-1028.
  • Bradbery, D. (2013). Bridges to global citizenship: ecologically sustainable futures utilising children's literature in teacher education. Australian Journal of Environmental Education, 29(2), 221-237.
  • Brandt, J. O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education. International Journal of Sustainability in Higher Education.
  • Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of cleaner production, 174, 821-826.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Ferreira, J. A., Ryan, L., & Tilbury, D. (2007). Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional development models. Journal of Education for Teaching, 33(2), 225-239.
  • Fien, J., & Parker, J. (2010). Education for sustainable development lens: a policy and practice review tool. UNESCO, Paris. https://unesdoc.unesco.org/ark:/48223/pf0000190898 sayfasından erişildi.
  • Fitzpatrick, J. J. (2016). Environmental sustainability assessment of using forest wood for heat energy in Ireland. Renewable and Sustainable Energy Reviews, 57, 1287-1295.
  • Gast, J., Gundolf, K., & Cesinger, B. (2017). Doing business in a green way: A systematic review of the ecological sustainability entrepreneurship literature and future research directions. Journal of Cleaner Production, 147, 44-56.
  • Geissdoerfer, M., Savaget, P., Bocken, N. M., & Hultink, E. J. (2017). The Circular Economy–A new sustainability paradigm?. Journal of cleaner production, 143, 757-768.
  • Ghorbani, S., Jafari, S. E. M., & Sharifian, F. (2018). Learning to be: Teachers’ competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20-45.
  • Hojnik, J., & Ruzzier, M. (2016). What drives eco-innovation? A review of an emerging literature. Environmental Innovation and Societal Transitions, 19, 31-41.
  • Kieu, T. K., Singer, J., & Gannon, T. J. (2016). Education for sustainable development in Vietnam: Lessons learned from teacher education. International Journal of Sustainability in Higher Education, 17(6), 853-874.
  • Korkmaz, G. (2019). Yükseköğretimde proje tabanlı eğitim programlarının incelenmesi: Türk üniversiteleri için kavramsal bir model önerisi (Yayımlanmamış doktora tezi), Gazi Üniversitesi, Türkiye.
  • Kumar, R. (2011). Research methodology. Thousand Oaks, CA: Sage
  • LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60.
  • Lozano, F. J., & Lozano, R. (2014). Developing the curriculum for a new Bachelor's degree in Engineering for Sustainable Development. Journal of Cleaner Production, 64, 136-146.
  • Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. Sustainability, 11(6), 1602.
  • Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
  • OECD [Organisation for Economic Co-operation and Development]. (2007). Annual report on sustainable development work in the OECD. http://www.oecd.org/greengrowth/40015309.pdf adresinden erişildi.
  • O'Leary, Z. (2013). The essential guide to doing your research project. London: Sage.
  • Özdemir, M. (2010). Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1), 323-343.
  • Öztürk, M. (2017). Sürdürülebilir Gelişme odaklı Eğitim: Kuramsal Çerçeve, Tarihsel Gelişim ve Uygulamaya Dönük Öneriler. İlköğretim Online, 16(4), 1-11.
  • Pan, X. X., Chen, M. L., Ying, L. M., & Zhang, F. F. (2019). An empirical study on energy utilization efficiency, economic development, and sustainable management. Environmental Science and Pollution Research, 1-8.
  • Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International Journal of Nursing Studies, 47(11), 1451-1458.
  • Ralph, M., & Stubbs, W. (2014). Integrating environmental sustainability into universities. Higher Education, 67(1), 71-90.
  • Rauch, F., & Steiner, R. (2013). Competences for education for sustainable development in teacher education. CEPS journal, 3(1), 9-24.
  • Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
  • Roosa, S. A. (2010). Sustainable development handbook. The Fairmont Press, Inc..
  • Ryan, A. (2011). Education for sustainable development and holistic curriculum change. The Higher Education Academy. https://sustainability.glos.ac.uk/wp-content/uploads/2017/07/ESD-and-holistic-curriculum-change.pdf adresinden erişildi.
  • Sengers, F., Wieczorek, A. J., & Raven, R. (2019). Experimenting for sustainability transitions: A systematic literature review. Technological Forecasting and Social Change, 145, 153-164.
  • Spindler, E. A. (2013). The History of Sustainability the origins and effects of a popular concept. In Sustainability in Tourism (pp. 9-31). Springer Gabler, Wiesbaden. Taimur S. (2020). Pedagogical Training for Sustainability Education. In: Leal Filho W., Azul A., Brandli L., Özuyar P., Wall T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.
  • UN [United Nations]. (2012). The future we want: Outcome document of the United Nations Conference on Sustainable Development Rio de Janeiro, Brazil, 20–22 June 2012. https://sustainabledevelopment.un.org/content/documents/733FutureWeWant.pdf adresinden erişildi.
  • UN [United Nations]. (2015). Transforming our world: The 2030 agenda for sustainable development. General Assembley 70 session. https://sustainabledevelopment.un.org/post2015/transformingourworld/publication adresinden erişildi.
  • UNESCO [United Nations Educational Scientific and Cultural Organization]. (2005). UNESCO and Sustainable Development. http://unesdoc.unesco.org/images/0013/001393/139369e.pdf adresinden erişildi.
  • UNESCO [United Nations Educational Scientific and Cultural Organization]. (2017). Education for Sustainable Development Goals: Learning objectives. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf adresinden erişildi.
  • UNESCO [United Nations Educational Scientific and Cultural Organization]. (2018). Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators. https://unesdoc.unesco.org/ark:/48223/pf0000265760 adresinden erişildi.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Details

Primary Language Turkish
Subjects Education and Educational Research
Journal Section Articles
Authors

Güneş KORKMAZ (Primary Author)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-9060-5972
Türkiye

Publication Date December 15, 2020
Application Date May 24, 2020
Acceptance Date August 13, 2020
Published in Issue Year 2020, Volume 2, Issue 2

Cite

Bibtex @research article { ejaes742200, journal = {Journal of Advanced Education Studies}, issn = {2687-3087}, address = {}, publisher = {Tuğba YANPAR YELKEN}, year = {2020}, volume = {2}, pages = {111 - 132}, doi = {}, title = {YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ}, key = {cite}, author = {Korkmaz, Güneş} }
APA Korkmaz, G. (2020). YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ . Journal of Advanced Education Studies , 2 (2) , 111-132 . Retrieved from https://dergipark.org.tr/en/pub/ejaes/issue/56678/742200
MLA Korkmaz, G. "YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ" . Journal of Advanced Education Studies 2 (2020 ): 111-132 <https://dergipark.org.tr/en/pub/ejaes/issue/56678/742200>
Chicago Korkmaz, G. "YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ". Journal of Advanced Education Studies 2 (2020 ): 111-132
RIS TY - JOUR T1 - YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ AU - Güneş Korkmaz Y1 - 2020 PY - 2020 N1 - DO - T2 - Journal of Advanced Education Studies JF - Journal JO - JOR SP - 111 EP - 132 VL - 2 IS - 2 SN - 2687-3087- M3 - UR - Y2 - 2020 ER -
EndNote %0 Journal of Advanced Education Studies YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ %A Güneş Korkmaz %T YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ %D 2020 %J Journal of Advanced Education Studies %P 2687-3087- %V 2 %N 2 %R %U
ISNAD Korkmaz, Güneş . "YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ". Journal of Advanced Education Studies 2 / 2 (December 2020): 111-132 .
AMA Korkmaz G. YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ. EJAES. 2020; 2(2): 111-132.
Vancouver Korkmaz G. YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ. Journal of Advanced Education Studies. 2020; 2(2): 111-132.
IEEE G. Korkmaz , "YENİLENEN ÖĞRETMEN YETİŞTİRME LİSANS PROGRAMLARININ SÜRDÜRÜLEBİLİR KALKINMA İÇİN EĞİTİM BAĞLAMINDA İNCELENMESİ", Journal of Advanced Education Studies, vol. 2, no. 2, pp. 111-132, Dec. 2020
                 drji.png           
                                                                                                                                                               
     logo.png

  asos-index.png  

logo.png



TÜRK EĞİTİM İNDEKSİ (TEİ)

CrossRef DOI