Okul Öncesi Öğretmen Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumlarının İncelenmesi

Year 2019, Volume: 4 Issue: 2, 72 - 84, 30.12.2019

Deniz Kahriman Pamuk

Abstract

Bu
çalışmanın amacı, okul öncesi öğretmen adaylarının sürdürülebilir kalkınmaya
karşı tutumlarının, onların sürdürülebilir kalkınma hakkındaki bilgi düzeyleri
ile bu bilgilere kaynaklık edebileceği düşünülen bazı anlamlı yaşam deneyimleri
tarafından ne derece yordandığını incelemektir. Anlamlı yaşam deneyimleri
arasında öğretmen adaylarının çocuklukta yaşadıkları yer (köy/şehir) ve
hâlihazırda çevre ile ilgili bir STK’ya üye olup olmadıkları incelenmiştir.
Farklı lisans düzeylerinden toplam 418 okul öncesi öğretmen adayı ile
gerçekleştirilen çalışmada, sürdürülebilir kalkınma hakkındaki bilgi ve
tutumları ölçmek amacıyla bir dizi ölçek kullanılmış olup, bunlara ilaveten
öğretmen adaylarına ait bazı demografik bilgileri toplamayı amaçlayan
demografik bilgi formu uygulanmıştır. Yapılan betimsel ve regresyon analizleri
sonucunda, öğretmen adaylarının sürdürülebilir kalkınmaya karşı tutumlarını,
onların sürdürülebilir kalkınma hakkındaki bilgi düzeyleri ile birlikte onların
çocukken yaşadıkları yer anlamlı olarak yordamıştır. Bu bulgular ve çalışmanın
diğer bulguları, okul öncesi öğretmenleri arasında sürdürülebilir kalkınma
bilincinin geliştirilmesi çerçevesinde tartışılmıştır.

Keywords

Sürdürülebilir kalkınma, sürdürülebilir kalkınma için eğitim, okul öncesi öğretmen adaylarının tutumları

Investigation of Preschool Teacher Candidates' Attitudes Towards Sustainable Development

Abstract

The aim of this study is to investigate preschool
teacher candidates' attitudes towards sustainable development with respect to
their level of knowledge about sustainable development and some significant
life experiences thought to be the source of this knowledge. Significant life
experiences were examined whether prospective teachers were members of an NGO
related to the environment and their childhood place (rural/urban). The study
was conducted with 418 pre-school preservice teachers from different
undergraduate levels with a series of scales to measure knowledge and attitudes
about sustainable development and a demographic information form to collect
some demographic information about them. As a result of the descriptive and
regression analyses, the attitudes of the preservice teachers towards
sustainable development were significantly predicted by their level of knowledge
about sustainable development and the place where they lived as a child. These
findings and other findings of the study were discussed within the framework of
developing sustainable development awareness among preschool teachers.

Keywords

Sustainable development, education for sustainable development, preservice preschool teachers’ attitudes

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