Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco vs. Non-Eco Preschools
Date
2018-04-13
Author
Pamuk, Deniz
Olgan, Refika
Metadata
Show full item record
Item Usage Stats
92
views
0
downloads
Cite This
URI
https://convention2.allacademic.com/one/aera/aera18/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1308126&PHPSESSID=2ese7sjch9sf0lo6buqi7tjf01
https://hdl.handle.net/11511/77650
Collections
Unverified, Conference / Seminar
Suggestions
OpenMETU
Core
Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary Preschools
Pamuk, Deniz; Olgan, Refika (2018-08-01)
Bu araştırmanın amacı eko ve eko olmayan okul öncesi eğitim kurumlarının fiziksel özelliklerini ve okul öncesi öğretmenlerin uygulamalarının SGE (Sürdürülebilir Gelişim için Eğitim) açısından değerlendirmektir. Çalışmanın sonuçlarına göre eko okullarda çalışan okul öncesi öğretmenlerin SGE uygulamalarına ayırdıkları zaman ve sıklık düzeyi eko olmayan okullarda çalışan öğretmenlerle karşılaştırıldığında etkisi küçük olsa da anlamlı derecede yüksek bulunmuştur. Ayrıca SGE’yi destekleyen fiziksel çevre uyaranl...
Teacher self-efficacy and teaching beliefs as predictors of curriculum implementation in early childhood education
Çobanoğlu, Rahime; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors, (2) teacher demographics, (3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Impleme...
Teacher candidates’ preparedness for teaching in multicultural classrooms in the Viennese context
Subaşı, Şeyda; Akar, Hanife; Department of Educational Sciences (2013)
The purpose of this study was to examine how teacher education programs in Vienna prepare teacher candidates for teaching in culturally diverse classrooms based on teacher candidates’ self-reports. The study was designed as a mixed method design and data were collected via a questionnaire including both close-ended and open-ended items. The participants of the study included 468 teacher candidates studying in four different teacher education institutions in Vienna.The findings suggested that the overall pre...
Teacher beliefs and technology integration practices: Examining the alignment between espoused and enacted beliefs
ERTMER, PEGGY A; OTTENBREIT LEFTWICH, ANNE TODD; Sadık, Olgun; ŞENDURUR, EMİNE; ŞENDURUR, POLAT (Waxman, 2012-01-01)
Teacher educators ICT competencies usage and perceptions
Göktaş, Yüksel; Yıldırım, İbrahim Soner; Yıldırım, Zahide (2009-01-01)
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
D. Pamuk and R. Olgan, “Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco vs. Non-Eco Preschools,” 2018, Accessed: 00, 2021. [Online]. Available: https://convention2.allacademic.com/one/aera/aera18/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1308126&PHPSESSID=2ese7sjch9sf0lo6buqi7tjf01.