Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumları

Yıl 2021, , 28 - 42, 26.04.2021

Nese Soysal , Ahmet Ok

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

Cited By: 2

Öz

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.

Anahtar Kelimeler

Sürdürülebilir Kalkınma, Öğretmen Tutumları, Sinif Ogretmeni Adaylari

ATTITUDES OF PRE-SERVICE CLASSROOM TEACHERS TOWARDS SUSTAINABLE DEVELOPMENT

Öz

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.

Kaynakça

• Alkış, S., Öztürk, M. (2007). Sustainable development in opinions of primary student teachers and pre-service teacher education in Turkey. IGU Geographical views on Education for Sustainable Development, Proceedings of Lucerne-Symposium, Switzerland, 42, 134-143. Retrieved from https://www.uni-muenster.de/imperia/md/content/geographiedidaktische-forschungen/gdf_42_reinfried_schleicher_rempfler.pdf
• Birdsall, S. (2014). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20(6), 814-835. doi:10.1080/13504622.2013.833594
• Borg, C., Gericke, N., Höglund, O., & Bergman, E. (2014). Subject- and – experience- bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research, 20(4),526-551. doi: 10.1080/13504622.2013.833584
• Burmeister, M., & Eilks, I. (2013). An understanding of sustainability and education for sustainable development among German student teachers and trainee teachers of chemistry. Science Education International, 24 (2), 167-194. Retrieved from http://www.icaseonline.net/sei/june2013/p.3.pdf
• Corney, G. & Reid, A., (2007). Student teachers' learning about subject matter and pedagogy in education for sustainable development. EnvironmentalEducation Research, 13(1), 33-54. doi: 10.1080/13504620601122632
• Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London and New York, NY: Routledge Falmer.
• Erkal, S., Şafak, Ş., & Yertutan, C. (2011). Sürdürülebilir kalkınma ve çevre bilincinin oluşturulmasında ailenin rolü. Sosyoekonomi, 14(4), 145-158. Retrieved from http://www.dergipark.ulakbim.gov.tr/sosyoekonomi/article/view/5000080597/5000074637
• Iizuka, M. (2000). Role of environmental awareness in achieving sustainable development. Enhancement of Citizen’s Awareness in Formulation of Pollution Control Policies in Major Latin American Cities. Environment and Human Settlements Division of ECLAC. Retrieved from http://www.eclac.cl/publicaciones/xml/4/8824/lcr1961i.pdf
• Jaspar, J.C. (2008).Teaching for sustainable development: Teachers’perceptions (Doctoral Dissertation). Retrieved from ETD Project. (etd-02042009-212522)
• Jones, P., Trier, C., & Richards, J. P. (2008). Embedding education for sustainable development in higher education: a case study examining common challenges and opportunities for undergraduate programmes. International Journal of Educational Research, 47, (6), 341-350. doi: 10.1016/j.ijer.2008.11.001
• Kagawa, F.(2007). Dissonance in students' perceptions of sustainable development and Sustainability. International Journal of Sustainability in Higher Education, 8 (3), 317- 338. doi:10.1108/14676370710817174
• Kaya, M. F. (2013). A scale development study on the attitudes of sustainable development. Marmara Coğrafya Dergisi, 28, 175-193. Retrieved from http://e-dergi.marmara.edu.tr/marucog/article/view/1012000777
• Kılıç, S., & Yücel, F. (2013). An ecological approach on the sustainable regional development. Çağ University Journal of Social Sciences, 10(1), 37-56. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=3f24163c-3f53-4ab3-b701-db1db5c2f9c7%40sessionmgr106&vid=2&hid=120
• Kollmuss, A., Agyeman, J. (2002). Mind the Gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental Education Research, 8 (3) , 239-260. doi: 10.1080/13504620220145401.
• Lamp, I., Greculescu, A., & Todorescu L, L., (2013). Education for sustainable development-training the young generation for the future. Procedia-Social and Behavioral Sciences, 78, 120-124, doi: 10.1016/j.sbspro.2013.04.263
• Leeuw, A., Valois, P., & Seixas, R. (2014). Understanding high school students’ attitude, social norm, perceived control and beliefs to develop educational interventions on sustainable development. Procedia-Social and Behavioral Sciences,143, 1200-1209. doi: 10.1016/j.sbspro.2014.08.160
• Mastrandrea, F. R., & Santini, F. (2012). Education for sustainable development: a tool to design training courses. New Jobs through Education for Sustainable Development Competencies. Retrieved from http://www.ensi.org/global/downloads/Publications/347/ESD_Mastrandrea_S antini_2013.pdf
• Nikel, J. (2007). Making sense of education ‘responsibly’: findings from a study of student teachers’ understanding(s) of education, sustainable development and education for sustainable development. Environmental Education Research,13 (5), 545–564. doi:10.1080/13504620701430778.
• Olsson, D., Gericke, N., &. Chang Rundgren, S.-N. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness, Environmental Education Research, 22(2), 176-202. doi: 10.1080/13504622.2015.1005057
• Öztürk, T., & Öztürk, F. Z. (2015). Opinions of pre-service teachers about environment and environmental education Ordu university sample. Balıkesir University The Journal of Social Sciences Institute, 18 (33), 115-132.
• Sağdıç, A., & Şahin, E. (2015). Beliefs on education for sustainable development:scale development study. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16(3), 161-180. Retrieved from http://kefad.ahievran.edu.tr/archieve/pdfler/Cilt16Sayi3/JKEF_16_3_2015_1 61-180.pdf
• Saraçlı, S., Yılmaz V., & Arslan T. (2014). The effects of mothers’ educational levels on university students’ environmental protection commitments and environmental behaviors. Eurasian Journal of Educational Research, 55, 177-200. doi: 10.14689/ejer.2014.55.11
• Sharma, U., Kelly, M. (2014). Students’ perceptions of education for sustainable development in the accounting and business curriculum at a business school in New Zealand. Meditari Accountancy Research, 22(2), 130-148. doi:10.1108/MEDAR-12-2012-0042
• Summers, M., Corney, G. & Childs, A. (2004). Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists, Educational Research, 46 (2), 163-182. Retrieved from https://www.researchgate.net/publication/228400694_Student_teachers'_conceptions_of_sustainable_development_the_starting_points_of_geographers_and_scientists_Educational_Research_462_163-182
• Şahin, E. (2008). An Examination of Indications for a Green Curriculum Application Towards Sustainability (Doctoral Dissertation). Retrieved from YÖK Tez Merkezi.
• The Ministry of Development. (2013). İllerin ve bölgelerin sosyo-ekonomik gelişmişlik sıralaması araştırması SEGE-2011. Retrieved from http://www.ab.gov.tr/files/ardb/evt/2_turkiye_ab_iliskileri/2_2_adaylik_sureci/2_2_8_diger/tckb_sege_2013.pdf
• Teksöz, G., Şahin, E., & Ertepınar, H. (2010). Environmental literacy, pre-service teachers, and a sustainable future. H. U. Journal of Education, 39, 307-320. Retrieved from http://dergipark.ulakbim.gov.tr/hunefd/article/viewFile/5000048401/5000045 722
• Tuncer, G., Tekkaya, C., & Sungur, S. (2006). Pre-service teachers’ beliefs about sustainable development: The effect of gender and enrollment to an environmental course, Hacettepe Üniversitesi Egitim Fakültesi Dergisi [Hacettepe University Journal of Education], 27, 179-187.
• Ull, M. A., & Martínez-Agut, M. P., Piñero, A., & Aznar, M. P. (2014). Perceptions and attitudes of students of teacher-training towards environment and sustainability. WCETR 2013. doi: 10.1016/j.sbspro.2014.04.147
• The United Nations Sustainable Development Knowledge Platform. (2012). Future we want. Retrieved from https://sustainabledevelopment.un.org/futurewewant.html
• UNESCO. (2013). Education for Sustainable Development (ESD): A Sound Investment to Accelerate African development. https://en.unesco.org/events/education-sustainable-development-esd-sound- investment-accelerate-african-development
• Yang, G. and Lam, C.C. and Wong, N.Y. (2010). Developing an instrument for identifying secondary teachers’ beliefs about education for sustainable development in China. The Journal of Environmental Education, 41(4), 195-207.