Pre-service classroom teachers’ perceived competencies on education for sustainable development /

Download
2016
Soysal, Neşe
The purpose of this study was to analyze pre-service classroom teachers’ perceived competencies on Education for Sustainable Development (ESD). For this purpose, first, attitudes of pre-service classroom teachers towards Sustainable Development (SD) were examined; then, their perceived competencies regarding ESD were investigated. Finally, the curriculum of classroom teachers was analyzed to see if it reflected learning opportunities for development of the competencies. In this study, a mixed methods sequential explanatory design was used. Firstly, survey design was used. 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. Secondly, document analysis was used. To collect data, selected courses in classroom teaching curriculum were analyzed. The results of descriptive statistical analyses revealed that pre-service classroom teachers had positive attitudes towards SD. The results of MANOVA analysis demonstrated that level of development of the city they live in affected pre-service classroom teachers’ attitudes towards SD and competencies regarding ESD; whereas parents’ education level did not affect either their attitudes or competencies. The results also indicated that as pre-service classroom teachers reflect more positive attitudes towards SD; they perceive themselves more competent regarding ESD. The findings of the document analysis indicated that although there were some learning opportunities for developing pre-service classroom teacher competencies for ESD in classroom teaching curriculum, they were not clearly mentioned in goals, objectives and the content of the courses examined.

Suggestions

Science teachers as ESD educators: an outdoor ESD model for developing systems thinking skills
Karaarslan, Güliz; Teksöz, Gaye; Department of Elementary Education (2016)
The main purpose of this thesis is to explore how science teachers could become Education for Sustainable Development (ESD) educators. The study was conducted in five stages which are: gap analysis, developing systems thinking skills measurement tools, designing an outdoor ESD course, conducting a pilot study, and conducting the main study. Through gap analysis, systems thinking was found out to be a required competence for science teachers to become ESD educators. In the second stage, twelve systems thinki...
Examination of pre-service chemistry teachers’ competency in the field of environmental education and sustainable development
Soysal, Ceren; Geban, Ömer; Teksöz, Gaye; Department of Secondary Science and Mathematics Education (2017)
The purpose of this study was to explore pre-service chemistry teachers’ competency related to Environmental Education and Sustainable Development. In doing so, the frame was set to focus on three fields of competency: (i) content knowledge, (ii) pedagogical content knowledge, (iii) chemistry literacy. The data gathered from 24 pre-service chemistry teachers at the end of the spring semester of 2016-2017. Essay type questions was used as the source of data. The instrument was created by using the current co...
Investigating pre-service science teachers’ understandings and use of models
Yenilmez Türkoğlu, Ayşe; Öztekin, Ceren; Department of Elementary Education (2013)
To gain a better understanding of pre-service science teachers’ (PSTs’) views of models, a case study was conducted with fourteen PSTs in a large public university in Ankara. The study aims to provide an answer to the research question, ‘What understandings do PSTs possess about scientific models and the models used in science education?’ and to explore how they use these models in their classroom practices. Data were collected using an open-item instrument, semi-structured interviews, class observations, a...
Elementary school teachers' motives to pursue a career in teaching
Arslan, Meltem; Ok, Ahmet; Department of Educational Sciences (2013)
The present study aimed to investigate elementary school teachers’ motives to pursue a teaching career. Teachers’ motives to follow a teaching career were analyzed in terms of their gender, year of experience, graduate higher education institution, graduate high school, subject, and the presence or absence of other teachers in their families. The participants were 905 teachers from 38 public elementary schools in six central districts of Ankara. A forty-three-item, five point Likert scale questionnaire, dev...
Developing preservice science teachers’ socioscientific reasoning through socioscientific issues-focused course
Cansız, Nurcan; Yılmaz Tüzün, Özgül; Sadler, Troy D.; Department of Elementary Education (2014)
The purpose of this study was to investigate how preservice science teachers’ (PSTs) socioscientific reasoning changes in response to participation in a socioscientific issues-focused course. Socioscientific issues (SSI) are complex, uncertain, lack clear-cut solutions; require ongoing research and examining from multiple perspectives. Individuals should recognize the complexities associated with SSI, examine them from multiple perspectives and, appreciate the need for ongoing inquiry to negotiate and resol...
Citation Formats
N. Soysal, “Pre-service classroom teachers’ perceived competencies on education for sustainable development /,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.