Öğretmen Eğitiminde Sürdürülebilir Kalkınma Eğitiminin Yeri ve Önemi (Türkiye Örneği)

Öz

Bu araştırma ile öğretmen eğitiminde sürdürülebilir kalkınma eğitiminin yeri ve önemi hakkında bilgi sahibi olmak ve alanyazına katkı sağlamak amaçlanmıştır. Araştırma, nitel araştırma yöntemi olgubilim deseninde tasarlanmıştır. Araştırmanın çalışma grubu, sürdürülebilir kalkınma eğitimi alanında uzman akademisyenlerden oluşmaktadır. Araştırmacılardan veri elde edebilmek amacıyla yarı yapılandırılmış görüşme formları kullanılmıştır. Toplanan verilere, içerik analizi yapılmıştır. Ulaşılan sonuçlara göre konuyla ilgili uzman akademisyenler; doğal kaynakların tükenmeye başlamasının sürdürülebilir kalkınmanın önemini arttırdığını, eğitim yoluyla sürdürülebilir kalkınma farkındalığının artacağını, sürdürülebilir kalkınma eğitiminin öğretmen eğitimine tam olarak yansımadığını ifade etmişlerdir. Ayrıca sürdürülebilir kalkınma eğitiminde uygulamalı derslere yer verilmesi gerektiği ve sürdürülebilir kalkınma odaklı öğretmen eğitiminin farkındalığı arttırıcı olduğuna dair düşünceler ifade edilmiştir. Ulaşılan sonuçlar, literatür ışığında tartışılmış ve önerilerde bulunulmuştur.

Anahtar Kelimeler

• Öğretmen eğitimi
• Sürdürülebilir kalkınma
• Sürdürülebilir kalkınma ve eğitim

The Role and Importance of Education for Sustainable Development in Teacher Education (The Case of Turkey)

Abstract

The aim of this study was to examine the role and importance of education for sustainable development in teacher education and to contribute to the literature. The phenomenology design, a qualitative research method was used in the study. The study group consisted of academicians who were experts in the field of education for sustainable development. Semi-structured interview forms were used in data collection. The data were analyzed using content analysis. The results showed that the participants stated that the depletion of natural resources increased the importance of sustainable development, that awareness of sustainable development would increase through education, and that sustainable development education was not fully reflected in teacher education. In addition, they also expressed that applied courses should be included in education for sustainable development and that sustainable development-oriented teacher education would increase awareness. The results were discussed based on the literature and suggestions were put forward.

Keywords

• Teacher education
• Sustainable development
• Education for sustainable development

References

1. Akça, F. (2019). Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy. Sustainability, 11, 6878. http://dx.doi.org/10.3390/su11236878.
2. Al-Hail, M. A., Al-Fagih, L. & Koç, M. (2021). Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in The Qatar Education System. Sustainability, 13, 6639. https://doi.org/10.3390/su13126639.
3. Atmaca, A. C. (2018). Fen Bilgisi Öğretmen Adaylarının Sürdürülebilir Kalkınma Farkındalıklarının Belirlenmesi. Yayımlanmamış yüksek lisans tezi, Necmettin erbakan üniversitesi, Konya.
4. Bamber, P., Bullivant, A., Glover, A., King, B. & McCann, G. (2016). A comparative review of policy and practice for education for sustainable development/education for global citizenship (ESD/GC) in teacher education across the four nations of the UK, Management in Education, Vol. 30, pp.1–9. https://doi.org/10.1177%2F0892020616653179.
5. Bilgili, MY & Topal, A. (2021). Sürdürülebilir Yükseköğretim Kurumları Talloires Deklarasyonunun Rolü ve Önemi oluşturulmasında. Yükseköğretim ve Bilim Dergisi , 11 (2) , 417-424 . https://dergipark.org.tr/en/pub/higheredusci/issue/64749/889580 adresinden erişildi.
6. Bosio, E., & Torres, C. A. (2019). Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres. Policy Futures in Education. https://journals.sagepub.com/doi/full/10.1177/1478210319825517.
7. Bozoğlu, Oğuzhan & Ciğerim, Erşan. (2022). Sürdürülebilirlik, sürdürülebilir kalkınma ve sürdürülebilir üniversiteler. Socrates Journal of Interdisciplinary Social Studies. 8. 146-158. 10.51293/socrates.273.
8. Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P. & Zint, M. (2020). Key Competencies in Sustainability in Higher Education-Toward an Agreed-Upon Reference Framework. Sustainability Science 16, 13-29. https://doi.org/10.1007/s11625-020-00838-2.

9. Bal, P., Ayas, M. Ö., Bozaykut, T., Yavuz Tiftikçigil, B. ve Afacan Fındıklı, M. (2022). Sürdürülebilir Kalkınma Bağlamında Uluslararası Üniversite Sıralama İndeksleri ve Türkiye’deki Üniversiteler. Doğuş Üniversitesi Dergisi, 23(1), 331-349.
10. Bulut, B. (2019). Correlation Between Global Citizenship and Sustainable Development Awareness Levels of Pre-Service Teachers. International Online Journal of Educational Sciences, 11 (3), 279-293.
11. Bulut, B. ve Çakmak, Z. (2018). Sürdürülebilir Kalkınma Eğitimi ve Öğretim Programlarına Yansımaları. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, Sayı: 7/4. https://dergipark.org.tr/en/pub/teke/issue/42447/511230.
12. Cebrián, G., Junyent, M. & Mulà, I. (2020). Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability, 12, 579. http://dx.doi.org/10.3390/su12020579.
13. Durrani, R., Malik, S. & Jumani, N. B. (2019). Education for Sustainable Development (ESD) in Pre-Service Teachers Education Curriculum at Pakistan: Current Status and Future Directions. Pakistan Journal of Distance & Online Learning, Volume: V, Issue II, 67-84.
14. Erdoğan, M. & Teksöz, G. (2009). Evaluation of a course Education and Awareness for Sustainability. International Journal of Environmental & Science Education , vol.4, 133-146.
15. Evans, T. L. (2021). Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities. Sustainability, 11, 5526. http://dx.doi.org/10.3390/su11195526.
16. Filho, W. L. & Pace, P. (2016). Teaching Education for Sustainable Development: Implications on Learning Programmes at Higher Education. In Leal Filho ve W., Pace, P. (Eds.). Teaching Education for Sustainable Development at University Level. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-32928-4_1.
17. Fuertes-Camacho, M. T., Dulsat-Ortiz, C. & Álvares-Cánovas, I. (2021). Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training. Sustainability, 13, 6261. https://doi.org/10.3390/su13116261.
18. Gedikkaya, B. P., Ayas, M. Ö., BozaykuT, T., Yavuz Tiftikçigil, B., & Afacan Fındıklı, M. (2022). Sürdürülebilir kalkınma bağlamında uluslararası üniversite sıralama indeksleri̇ ve Türkiye’deki̇ üniversiteler. Doğuş University Journal, 23(1), 331–349.
19. Glover, A., Jones, Y., Claricoates, J., Morgan & Peters, C. (2013). Developing and Piloting a Baselining Tool for Education for Sustainable Development and Global Citizenship (ESDGC) in Welsh Higher Education. Innov High Education 38, 75–86. https://doi.org/10.1007/s10755-012-9225-0.
20. Goller,A. & Rieckmann, M.(2022).What do We Know About Teacher Educators’ Perceptions of Education for Sustainable Development? A Systematic Literature Review. Journal of Teacher Education for Sustainability,24(1) 19-34. https://doi.org/10.2478/jtes-2022-0003
21. Hunt, F., Chung, L.T. and Rogers, M. & Inman, S. (2011). Taking Stock: A report from the UK Teacher Education Network for sustainable development (ESD)/global citizenship (GC) – survey on provision for ESD/GC in initial teacher education in the UK, http://se-ed.co.uk/edu/wp content/uploads/2014/03/taking_stock-July-2011.pdf adresinden erişildi.
22. Imara K, Altinay F. (2021). Integrating education for sustainable development competencies in teacher education. Sustainability.; 13(22):12555. https://doi.org/10.3390/su132212555
23. Jetly, M. & Singh, N. (2019). Analytical Study Based on Perspectives of Tecahers Educators in India with Respect to Education for Sustainable Development. Journal of Teacher Education for Sustainability, Vol. 21, No. 2, pp. 38-55. DOI: 10.2478/jtes-2019-0016.
24. Karasar, N. (2019). Bilimsel Araştırma Yöntemi: Kavramlar İlkeler Teknikler. Ankara: Nobel Akademik Yayıncılık.
25. Karim, A. A. B. A., Abdullah, S., Ayub, A. F. M. & Sharaai, A. H. (2021). Teacher Training As A Menas to Instil Sustainable Environmental Behaviour among Future Teachers: A Systematic Literature Review. International Journal of Academic Reserach in Business and Social Scienses, Vol. 11(4), 165-180. http://dx.doi.org/10.6007/IJARBSS/v11-i4/9652.
26. Korkmaz, G. (2020). Yenilenen öğretmen yetiştirme lisans programlarının sürdürülebilir kalkınma için eğitim bağlamında incelemesi. İleri Eğitim Araştırmaları Dergisi, 2 (2) , 111-132 . https://dergipark.org adresinden erişildi.
27. Koskela, Teija. Kärkkäinen, Sirpa. (2021). Student Teachers' Change Agency in Education for Sustainable Development. Journal of teacher education for sustainability, 23 (1) , 84-98. 10.2478/jtes-2021-0007.
28. Leal Filho, W., Levesque, V. R., Salvia, A. L., Paço, A., Fritzen, B., Frankenberger, F., Damke, L. I., Brandli, L. L., L. V. Ávila, Mifsud, M., Will, M., Pace,P., Azeiteiro, U. M. & Lovren, V. O. (2021). University Teaching Staff and Sustainable Development: An Assesment of Competences. Sustainability Science, 16, 101-116. https://doi.org/10.1007/s11625-020-00868-w.
29. Mckeown, R. (2012). Teacher Education 1992 and 2012 Reflecting on 20 Years. Journal of Education for Sustainable Development, 6:1, (2012): 37–41. https://doi.org/10.1177%2F097340821100600109.
30. Nousheen, A., Yousuf Zai, S., Waseem, M. & Khan, S. (2019). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers' attitude towards sustainable development (SD). Journal of Cleaner Production. 250. 119537. 10.1016/j.jclepro.2019.119537.
31. Özerdinç, F., Kızılay, E. & Hamalosmanoğlu, M. (2022). Eğitimde sürdürülebilir kalkınma ile ilgili yapılan çalışmaların analizi: Bir meta-sentez çalışması. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 33-51. doi: 10.38122/ased.62.3
32. Pegalajar-Palomino, M., Burgos-García, A. & Martinez-Valdivia, E. (2021). What does education for sustainable development offer in ınitial teacher training? A Systematic Review. Journal of Teacher Education for Sustainability,23(1) 99-114. https://doi.org/10.2478/jtes-2021-0008
33. Rauch, F., Steiner, R. & Kurz, P. (2021). Action Research for Education for Sustainable Development : The Case of the University in-Service Course ‘Education for Sustainable Development – Innovations in School and Teacher Education (BINE)’, Educational Action Research. https://doi.org/10.1080/09650792.2021.1971098.
34. Sánchez-Carracedo F., Moreno-Pino FM., Romero-Portillo D., Sureda B. (2021). education for sustainable development in Spanish university Education Degrees. Sustainability.; 13(3):1467. https://doi.org/10.3390/su13031467
35. Standing Conference of the Ministers of Education and Cultural Affairs (KMK) and Federal Ministry for Economic Cooperation and Development (BMZ). (2016). Curriculum Framework Education for Sustainable Development. J. R. Schreiber and H. Siege (eds.) https://www.globaleslernen.de/sites/default/files/files/link elements/curriculum_framework_education_for_sustainable_development_barrierefrei.pdf adresinden erişildi.
36. THE. (2022). Explorer impact rankings for individual sdgs. https://www.timeshighereducation.com/rankings/impact/2022/overall#!/page/0/length/-1/locations/TUR/sort_by/rank/sort_order/asc/cols/undefined.
37. Torres, C. A. (2008). Education and Neoliberal Globalization. New York: Routledge.
38. Torres, C. A. (2017). Theoretical and Empirical Foundations of Critical Global Citizenship Education. New York: Taylor & Francis.
39. Torres, C. A. & Dorio, J. N. (2015). The do’s and don’ts of global citizenship education. Adult Education and Development, 82(1), 4–7.
40. Tsayang, G. T. & Bose, K. (2013). The Status of Education for Sustainable Development in the Faculty of Education. Views from Faculty Members: University of Botswana. Academic Journals Educational Research and Reviews, Vol. 8(18), pp. 1698-1708. http://hdl.handle.net/10311/1176.
41. Uğraş, M. & Zengin, E. (2019). Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınma İçin Eğitimle İlgili Görüşleri. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science] 12(1). https://doi.org/10.30831/akukeg.442751.
42. UNESCO. (2005). UN decade of education for sustainable development. http://unesdoc.unesco.org/images/0014/001416/141629e.pdf adresinden erişildi.
43. UNESCO. (2021). Berlin declaration on education for sustainable development. https://en.unesco.org/events/ESDfor2030. [Google Scholar]
44. Wang, Y., Sommier, M. & Vasques, A. (2022). Sustainability Education at Higher Education Institutions: Pedagogies and Students’ Competences. International Journal of Sustainability in Higher Education, Vol. 23, No: 8, pp. 174-193. DOI 10.1108/IJSHE-11-2021-0465.
45. Weng, S. S., Liu, Y., Dai, J. & Chuang, Y. C. (2020). A Novel Improvement Strategy of Competency for Education for Sustainable Development (ESD) of University Teachers Based on Data Mining. Sustainability, 12, 2679, pp.1-18. http://dx.doi.org/1 0.3390/su12072679.
46. Wiek, A.; Bernstein, M.J.; Foley, R.W.; Cohen, M.; Forrest, N.; Kuzdas, C.; Kay, B.; Withycombe Keeler, L. (2015). Operationalizing competencies in higher education for sustainable development. In Routledge Handbook of Higher Education for Sustainable Development; Routledge: London, UK, pp. 241–260. [Google Scholar]
47. Yalçın. A. (2022). 21. Yüzyılda Sürdürülebilir Kalkınma Hedefleri: Türkiye’de Sosyal Bilgiler Dersi Öğretim Programının Yapısal Olarak İncelenmesi. Harran Maarif Dergisi, xx, x-x. doi: doi: http://doi.org/10.22596/ hej.1103130
48. Yıldırım, A. & Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.