Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınma İçin Eğitim İle İlgili Görüşleri
Yıl 2019,
, 298 - 315, 31.01.2019
Mustafa Uğraş
,
Erdal Zengin
Öz
Bu çalışma
sınıf öğretmeni adaylarının sürdürülebilir kalkınma için eğitim hakkındaki
düşüncelerini belirlemek amacıyla yapılmıştır. Bu çalışmanın amacına uygun
olarak, amaçlı örnekleme tekniklerinden uygun örnekleme tercih edilmiştir.
Yapılan çalışmanın örneklemini 30 sınıf öğretmeni adayı oluşturmaktadır. Araştırmada
nitel araştırma yöntemlerinden olan fenomenoloji yaklaşımı kullanılmıştır.
Araştırmada nitel yöntemlerde veri toplama tekniği olarak kullanılan görüşmeler
ile veriler toplanmıştır. Çalışmada veri toplama aracı olarak araştırmacılar
tarafından hazırlanan ve uzman görüşlerine göre son şekli verilen yarı
yapılandırılmış görüşme formu kullanılmıştır. Elde edilen nitel veriler içerik
analiz yöntemine göre betimlenmiştir. Sınıf öğretmen adaylarının genel anlamda
sürdürülebilir kalkınma için eğitim ile ilgili olumlu düşüncelere sahip olduğu
tespit edilmiştir. Araştırmaya katılan sınıf öğretmeni adayların,
sürdürülebilir kalkınma için eğitimin okul öncesi dönemden itibaren verilmesi
gerektiğini belirtmişlerdir. Ayrıca, çalışmaya katılan öğretmen adayları
tarafından sürdürülebilir kalkınma için eğitim de en etkili yöntemin okul dışı
gezi programı olacağı ifade edilmiştir. Geri kalan katılımcıların bir kısmı
drama bir kısmı da konuyla ilgili videolar izlettirmenin etkili yöntemler
olabileceğini ifade etmişlerdir.
Kaynakça
- Akturan, U., & Esen, A. (2017). Sosyal Bilimlerde Bilgisayar Destekli Nitel Araştırma Yöntemleri. Ankara: Seçkin.Altuntaş, C., & Türker, D. (2012). Sürdürülebilir tedarik zincirleri: sürdürülebilirlik raporlarının içerik analizi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(3), 39-64.Bently, D., & Reppucci, A. (2013). I think they all felt distressed: Talking about complex issues in Early childhood. Childhood Education, 89(1), 9-14.Boutte, G. (2008). Beyond the illusion of diversity: How can early childhood teachers can promote social justice. The Social Studies, 99(4), 165-173.Caldeira, K., & Wickett, M. E. (2003). Anthropogenic carbon and ocean pH. Nature, 425, 365.Creswell, J. W. (2009). Research design, qualitative, quantitative, and mixed methods approaches (Third Edition). California: SAGE Publications.Çobanoğlu, O., & Türer, B. (2015). Fen Bilgisi ve Sosyal Bilgiler Öğretmenlerinin Sürdürülebilir Kalkınma Farkındalıklarının Belirlenmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2(5), 235-247.Davis, J. (2008). What might education for sustainability look like in early childhood? In Pramling-Samuellson, I. ve Kaga, Y. (Eds.), The contribution of early childhood education to a sustainable society (18-24). Paris: UNESCO.Davis, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., Siraj-Blatchford, J., & Vallahh, P. (2009). Early childhood education for sustainability: Recommendations for development. International Journal of Early Childhood. 41(2), 113-117.Díaz, S., Tilman, D., Fargione, J., Stuart Chapin III, F., Dirzo, R., Kitzberger, T., & Eardley, C. (2005). Biodiversity regulation of ecosystem services. In H. Hassan, R. Scholes, & N. Ash (Eds.), Ecosystems and human well-being: Current stateand trends (pp. 297–329). Washington, DC: Island.Dogru, M. (2008). The application of problem solving method on science teacher trainees on the solution of the environmental problems. International Journal of Environmental and Science Education, 3(1), 9-18.Eileen, G. M., Leanna, A. & Annie E.H. (2018). Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education, 9(1), 18-35.Gökmen, A., Solak., & Ekici., G(2017). Sürdürülebilir Kalkınma İçin Eğitim: Öğretmen Adaylarının Tutumları İle İlişkili Olan Faktörler. Kesit Akademi Dergisi, 3(12), 462-480.Habibah L., & Punitha, M. (2012). Amalan pengajaran pendidikan alam sekitar di Institut Pendidikan Guru, Kampus Pulau Pinang. Geografia-Malaysian Journal of Society and Space, 8(2), 1 – 6.Haney, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.Kahriman-Ozturk, D. , Olgan, R., & Guler, T. (2012). Preschool children’s ideas on sustainable development: how preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice. 12(4), 2987- 2995.Khader, F.R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research, 2(1), 73-92.Kızıltepe, Z. (2017). İçerik analizi [Content analysis]. In F. N. Seggie ve Y. Bayyurt (Eds.), pp. 253–266. Ankara: Ani Publication.Liu, J. (2009). Education for sustainable development in teacher education: Issues in the case of York University in Canada. Asian Sosial Science, 5(5), 46-49.Los, F. (2008). Worldly education. Alternatives Journal, 34(5), 26-27.McKeown, R. (2014). The Leading Edge of Teacher Education and ESD. Journal of Education for Sustainable Development, 8(2), 127-131.Merriam, S. B. (2013). Nitel araştırma Desen ve Uygulama için Bir Rehber (Çev. : Selahattin Turan, Çev. Ed.: Selahattin Turan). Ankara: Nobel yayın dağıtım.Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nded). Thousand Oaks, CA: Sage.Millennium Ecosystem Assessment. (2005). Ecosystems and human well-being: Synthesis. Washington, DC: Island.Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.Öztürk Demirbaş, Ç. (2015). Öğretmen adaylarının sürdürülebilir kalkınma farkındalık düzeyleri. Marmara Coğrafya Dergisi, 31, 300-316.Patton, M. Q. (2002). Qualitative research and evaluation methods (Third Edition). California: Sage Publications. Pigozzi, M. (2003). UNESCO and the international decade of education for sustainable development. UNESCO International Science, Technology & Environmental Education Newsletter, 28(1), 1-7.Pramling Samuelsson, I. (2011). Why We Should Begin Early with ESD: The Role of Early Childhood Education. International Journal of Early Childhood. 43(2), 103-118.Rockström, J., Steffen, W., Noone, K., Persson, A., Stuart Chapin III, F. F., Lambin, E., Falkenmark, M. (2009). Planetary boundaries: Exploring the safe operating space for humanity. Ecology & Society, 14(2), 1-33.Santone, S. (2003). Education for sustainability. Educational Leadership, 61(4), 60-63.Seggie, F. N., & Bayyurt, Y. (Eds.). (2017). Nitel araştırma: yöntem, teknik, analiz ve yaklaşımları. Ankara: Anı Publication.Shelton, C., Warren, A., & Archambault, L. (2016). Exploring the use of interactive digital storytelling video: promoting student engagement in a university hybrid course. TechTrends, 60(5), 465-474.Shelton, C., Archambault, L., & Hale, A. (2017). Bringing digital storytelling to the elementary classroom: Video production for pre-service teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.Solomon, S., Qin, D., Manning, M., Chen, Z., Marquis, M., Averyt, K. B., … Miller, H. L. (Eds.). (2007). Climate change 2007 - the physical science basis: Contribution of working group I to the fourth assessment report of the IPCC. New York, NY: Cambridge University.Soubbotina, T. P. (2004). Beyond economic growth an ıntroduction to sustainable development (2nd Edition). USA: World Bank.Soysal, N. (2016). Pre-Service Classroom Teachers’ Perceived Competencies On Education For Sustainable Development. (Unpublished Doctorate Thesis). Middle East Technical University.Spearman. M, & Eckoff.A (2012). Teaching young learners about sustainability. Childhood Education, 8(6), 354-359.United Nations Division for Sustainable Development. (1993). Agenda 21: Earth Summit- The United Nations programme of action from Rio. New York, NY: United Nations Department of Public Information.United Nations Educational, Scientific and Cultural Organization (2005). Guidelines and recommendations for reorienting teacher education to address sustainability (Technical Paper No. 2). Paris, France.UNPF (United Nations Population Fund) (2001). The state of the world population 2001-FootPrints and Milestones: population and Environmental Change.UNFPA. New York.Wakefield, J. (2003). Teaching sustainability. Environmental Health Perspectives, 111(5), 270. Wensing, E.J., & Torre, C. (2009). The ecology of education: Knowledge systems for Sustainable development and sustainability. Journal of Teacher Education for Sustainability, 11(1), 3-17. DOI: 10.2478/v10099-009-0028-z.World Commission on Environment and Development (1987). Our common future. Oxford, UK: Oxford University.Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81.
Classroom Teacher Candidates' Views on Education for Sustainable Development
Yıl 2019,
, 298 - 315, 31.01.2019
Mustafa Uğraş
,
Erdal Zengin
Öz
The aim of the present study was to determine the views of classroom teacher candidates on education for sustainable development. In this research, phenomenology has been used as a qualitative research approach. For the purpose of this study, appropriate sampling was preferred from the purposeful sampling techniques. The study group included 30 classroom teacher candidates'. In the present study, data were gathered by interview technique. The semi-structured interview form developed by the researchers was used as data collection tool and the obtained data was described using the content analysis technique. It was determined that classroom teacher candidates had positive views on education for sustainable development in general. Teacher candidates stated that education for sustainable development should be given from the pre-school period. In addition, teacher candidates participating in the research have been stated to be the most effective method of out-of-school trips. Some of the remaining participants expressed that drama might be effective methods of watching related videos.
Kaynakça
- Akturan, U., & Esen, A. (2017). Sosyal Bilimlerde Bilgisayar Destekli Nitel Araştırma Yöntemleri. Ankara: Seçkin.Altuntaş, C., & Türker, D. (2012). Sürdürülebilir tedarik zincirleri: sürdürülebilirlik raporlarının içerik analizi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(3), 39-64.Bently, D., & Reppucci, A. (2013). I think they all felt distressed: Talking about complex issues in Early childhood. Childhood Education, 89(1), 9-14.Boutte, G. (2008). Beyond the illusion of diversity: How can early childhood teachers can promote social justice. The Social Studies, 99(4), 165-173.Caldeira, K., & Wickett, M. E. (2003). Anthropogenic carbon and ocean pH. Nature, 425, 365.Creswell, J. W. (2009). Research design, qualitative, quantitative, and mixed methods approaches (Third Edition). California: SAGE Publications.Çobanoğlu, O., & Türer, B. (2015). Fen Bilgisi ve Sosyal Bilgiler Öğretmenlerinin Sürdürülebilir Kalkınma Farkındalıklarının Belirlenmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2(5), 235-247.Davis, J. (2008). What might education for sustainability look like in early childhood? In Pramling-Samuellson, I. ve Kaga, Y. (Eds.), The contribution of early childhood education to a sustainable society (18-24). Paris: UNESCO.Davis, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., Siraj-Blatchford, J., & Vallahh, P. (2009). Early childhood education for sustainability: Recommendations for development. International Journal of Early Childhood. 41(2), 113-117.Díaz, S., Tilman, D., Fargione, J., Stuart Chapin III, F., Dirzo, R., Kitzberger, T., & Eardley, C. (2005). Biodiversity regulation of ecosystem services. In H. Hassan, R. Scholes, & N. Ash (Eds.), Ecosystems and human well-being: Current stateand trends (pp. 297–329). Washington, DC: Island.Dogru, M. (2008). The application of problem solving method on science teacher trainees on the solution of the environmental problems. International Journal of Environmental and Science Education, 3(1), 9-18.Eileen, G. M., Leanna, A. & Annie E.H. (2018). Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education, 9(1), 18-35.Gökmen, A., Solak., & Ekici., G(2017). Sürdürülebilir Kalkınma İçin Eğitim: Öğretmen Adaylarının Tutumları İle İlişkili Olan Faktörler. Kesit Akademi Dergisi, 3(12), 462-480.Habibah L., & Punitha, M. (2012). Amalan pengajaran pendidikan alam sekitar di Institut Pendidikan Guru, Kampus Pulau Pinang. Geografia-Malaysian Journal of Society and Space, 8(2), 1 – 6.Haney, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.Kahriman-Ozturk, D. , Olgan, R., & Guler, T. (2012). Preschool children’s ideas on sustainable development: how preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice. 12(4), 2987- 2995.Khader, F.R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research, 2(1), 73-92.Kızıltepe, Z. (2017). İçerik analizi [Content analysis]. In F. N. Seggie ve Y. Bayyurt (Eds.), pp. 253–266. Ankara: Ani Publication.Liu, J. (2009). Education for sustainable development in teacher education: Issues in the case of York University in Canada. Asian Sosial Science, 5(5), 46-49.Los, F. (2008). Worldly education. Alternatives Journal, 34(5), 26-27.McKeown, R. (2014). The Leading Edge of Teacher Education and ESD. Journal of Education for Sustainable Development, 8(2), 127-131.Merriam, S. B. (2013). Nitel araştırma Desen ve Uygulama için Bir Rehber (Çev. : Selahattin Turan, Çev. Ed.: Selahattin Turan). Ankara: Nobel yayın dağıtım.Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nded). Thousand Oaks, CA: Sage.Millennium Ecosystem Assessment. (2005). Ecosystems and human well-being: Synthesis. Washington, DC: Island.Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.Öztürk Demirbaş, Ç. (2015). Öğretmen adaylarının sürdürülebilir kalkınma farkındalık düzeyleri. Marmara Coğrafya Dergisi, 31, 300-316.Patton, M. Q. (2002). Qualitative research and evaluation methods (Third Edition). California: Sage Publications. Pigozzi, M. (2003). UNESCO and the international decade of education for sustainable development. UNESCO International Science, Technology & Environmental Education Newsletter, 28(1), 1-7.Pramling Samuelsson, I. (2011). Why We Should Begin Early with ESD: The Role of Early Childhood Education. International Journal of Early Childhood. 43(2), 103-118.Rockström, J., Steffen, W., Noone, K., Persson, A., Stuart Chapin III, F. F., Lambin, E., Falkenmark, M. (2009). Planetary boundaries: Exploring the safe operating space for humanity. Ecology & Society, 14(2), 1-33.Santone, S. (2003). Education for sustainability. Educational Leadership, 61(4), 60-63.Seggie, F. N., & Bayyurt, Y. (Eds.). (2017). Nitel araştırma: yöntem, teknik, analiz ve yaklaşımları. Ankara: Anı Publication.Shelton, C., Warren, A., & Archambault, L. (2016). Exploring the use of interactive digital storytelling video: promoting student engagement in a university hybrid course. TechTrends, 60(5), 465-474.Shelton, C., Archambault, L., & Hale, A. (2017). Bringing digital storytelling to the elementary classroom: Video production for pre-service teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.Solomon, S., Qin, D., Manning, M., Chen, Z., Marquis, M., Averyt, K. B., … Miller, H. L. (Eds.). (2007). Climate change 2007 - the physical science basis: Contribution of working group I to the fourth assessment report of the IPCC. New York, NY: Cambridge University.Soubbotina, T. P. (2004). Beyond economic growth an ıntroduction to sustainable development (2nd Edition). USA: World Bank.Soysal, N. (2016). Pre-Service Classroom Teachers’ Perceived Competencies On Education For Sustainable Development. (Unpublished Doctorate Thesis). Middle East Technical University.Spearman. M, & Eckoff.A (2012). Teaching young learners about sustainability. Childhood Education, 8(6), 354-359.United Nations Division for Sustainable Development. (1993). Agenda 21: Earth Summit- The United Nations programme of action from Rio. New York, NY: United Nations Department of Public Information.United Nations Educational, Scientific and Cultural Organization (2005). Guidelines and recommendations for reorienting teacher education to address sustainability (Technical Paper No. 2). Paris, France.UNPF (United Nations Population Fund) (2001). The state of the world population 2001-FootPrints and Milestones: population and Environmental Change.UNFPA. New York.Wakefield, J. (2003). Teaching sustainability. Environmental Health Perspectives, 111(5), 270. Wensing, E.J., & Torre, C. (2009). The ecology of education: Knowledge systems for Sustainable development and sustainability. Journal of Teacher Education for Sustainability, 11(1), 3-17. DOI: 10.2478/v10099-009-0028-z.World Commission on Environment and Development (1987). Our common future. Oxford, UK: Oxford University.Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81.