Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumları

Year 2021, Volume: 4 Issue: 1, 28 - 42, 26.04.2021

Nese Soysal Ahmet Ok

https://doi.org/10.47477/ubed.831918

Cited By: 2

Abstract

Bu araştırmanın amacı, sınıf öğretmeni adaylarının Sürdürülebilir Kalkınmaya yönelik tutumlarını yaşadıkları şehrin gelişmişlik düzeyleri ve anne ve babalarının eğitim düzeyleri açısından incelemektir. Araştırmada tarama deseni kullanılmıştır. Katılımcılar, Türkiye genelindeki 12 üniversitede görev yapan 1008 sınıf öğretmeni adayından oluşmaktadır. Veriler, araştırmacı tarafından tasarlanmış bir veri toplama aracı ile toplanmıştır. Verileri analiz etmek için betimsel istatistikler (MANOVA) kullanılmıştır. Betimsel istatistik analiz sonuçları sınıf öğretmeni adaylarının sürdürülebilir kalkınmaya yönelik olumlu tutumları olduğunu ortaya koymuştur. MANOVA analizi sonuçları, yaşadıkları şehrin gelişmişlik düzeyinin sınıf öğretmeni adaylarının sürdürülebilir kalkınmaya yönelik tutumlarını etkilediğini, ebeveynlerinin eğitim düzeyinin ise tutumlarını etkilemediğini göstermiştir.

Keywords

Sürdürülebilir Kalkınma, Öğretmen Tutumları, Sinif Ogretmeni Adaylari

ATTITUDES OF PRE-SERVICE CLASSROOM TEACHERS TOWARDS SUSTAINABLE DEVELOPMENT

Abstract

The purpose of this study is to analyze the attitudes of pre-service classroom teachers towards sustainable development with respect to the level of development of the city they live in and their fathers' and mothers’ education level. Survey design was used in the study. The participants consisted of 1008 pre-service classroom teachers in 12 universities across Turkey. The data was collected through a data collection tool designed by the researcher. To analyze the data, descriptive statistics and inferential statistics (MANOVA) were used. The results of descriptive statistical analyses revealed that pre-service classroom teachers had positive attitudes towards sustainable development. The results of MANOVA analysis demonstrated that the level of the development of the city they live in affects pre-service classroom teachers’ attitudes towards sustainable development, whereas their parents’ education level did not affect their attitudes.

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