Sürdürülebilirlik İçin Eğitim Üzerine Bir İşbirliği Projesi: Türkiye’de Okul Öncesi Öğretmenlerinin Mesleki Gelişim İhtiyaçları

Yıl 2021, Cilt: 14 Sayı: 4, 586 - 604, 19.10.2021

Savaş Pamuk , Naciye Öztürk , Deniz Kahriman Pamuk , Rıdvan Elmas , Tülin Guler Yıldız , Gelengül Haktanır

https://doi.org/10.30831/akukeg.892384

Cited By: 4

Öz

Bu çalışma, mesleki gelişim (MG) projesinin birinci aşaması olarak, okul öncesi öğretmenlerinin sürdürülebilirlik için eğitim (SE) ile ilgili MG ihtiyaçlarını incelemektedir. Bu doğrultuda öğretmenlerin sürdürülebilir gelişme (SG) hakkındaki genel bilgileri ile sürdürülebilirlik için eğitim etkinliklerini hazırlama ve uygulama konusundaki deneyimleri araştırılmıştır. Öğretmenlerinin MG ihtiyaçlarını araştırmak için 1126 katılımcıdan bir anket aracılığı ile veri toplanmıştır. Bulgular, okul öncesi öğretmenlerinin çoğunun sürdürülebilirlik terimi hakkında sınırlı bilgiye sahip olduğunu göstermiştir. Ayrıca, öğrenme merkezlerinin bu amaçla düzenlenmesi ve açık havada öğrenme ortamlarının kullanılması katılımcılar tarafından zorlu görevler olarak görülmüştür. Katılımcıların küçük bir kısmı sürdürülebilirlik için aile katılımı çalışmalarında kendilerini yeterli bulmaktadır.

Anahtar Kelimeler

Okul öncesi eğitim, sürdürülebilir gelişim, sürdürülebilirlik için eğitim, mesleki gelişim, okul öncesi öğretmenleri.

Destekleyen Kurum

TÜBİTAK

Proje Numarası

119N241

Teşekkür

Bu makale, TÜBİTAK-NRF (Güney Kore) İkili İşbirliği Programı kapsamında desteklenen 119N241 nolu ECEESDPD Projesinin bir ürünüdür. Bu vesileyle tüm desteklerinden dolayı TÜBİTAK'a teşekkürü bir borç biliriz.

A Collaboration Project on Education for Sustainability: Professional Development Needs of Turkish Preschool Teachers

Öz

The purpose of this study was to determine the preschool teacher’s professional development (PD) needs about education for sustainability (EfS) as the first stage of a PD project. The general knowledge of teachers on sustainable development (SD) and their experience in preparing and implementing EfS activities was investigated. The data were collected from 1126 participants via a survey to determine preschool teachers’ knowledge level about SD and their practice to develop a PD program. Most preschool teachers acknowledge the term SD and revealed limited SD knowledge. Organizing learning centers and using outdoor learning environments on EfS were seen as challenging tasks for them. Few of them find themselves competent in family participation efforts for SD.

Anahtar Kelimeler

Early childhood education, sustainable development, education for sustainability, professional development, , preschool teachers

Proje Numarası

119N241

Kaynakça

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