Sustainable development and geography curriculum of 2005 in Turkey. How geography student teachers conceptualizes sustainable development.

Autor/inn/en	Sahin, Salih; Demrialp, Nurcan; Karabag, Servet
Titel	Sustainable development and geography curriculum of 2005 in Turkey. How geography student teachers conceptualizes sustainable development.
Quelle	Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development. Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 128-133 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 42
Beigaben	Abbildungen; Tabellen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-925319-29-7
Schlagwörter	Sekundarschule; Lehrerausbildung; Lehrerbildung; Curriculum; Curriculumreform; Bildung für nachhaltige Entwicklung; Nachhaltige Entwicklung; Tagungsbeitrag; Türkei
Abstract	Sustainable development is a concept that has been ignored in geography education until recently in Turkey. Since there is quite limited literature available in Turkish concerning the issue, it is not a well-understood concept by students and also by geography teachers. However, the geography curriculum of Turkey for secondary schools was changed in 2005 and it brought a new approach and content for geography education in Turkey. Then, this paper, firstly, discusses the new geography curriculum of Turkey for secondary schools particularly in the context of changes brought about with it in terms of the concept of sustainable development. It analyses how the issue is considered in the new curriculum in terms of content, skills, values and attitudes. Then, the paper reports about a study carried out with geography student teachers on their perception of sustainable development. Data collected through interviews with geography student teachers in Gazi University in Turkey. Geography student teachers usually associate the concept with politics and many consider 'development' more important than 'sustainable development'. Finally, we draw conclusions and make recommendations on how the issue should be dealt with in secondary geography classes and geography teacher education programmes in the context of new geography curriculum. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1