An Assessment of Turkish Elementary Teachers in the Context of Education for Sustainable Development

Autor/inn/en	Sagdic, Ali; Sahin, Elvan
Titel	An Assessment of Turkish Elementary Teachers in the Context of Education for Sustainable Development
Quelle	In: International Electronic Journal of Environmental Education, 6 (2016) 2, S.141-155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0329
Schlagwörter	Evaluation; Surveys; Elementary School Teachers; Sustainable Development; Teaching Methods; Teaching Styles; Beliefs; Data Collection; Standards; Class Size; Barriers; Curriculum Development; Research Methodology; Sampling; Online Surveys; Likert Scales; Scores; Foreign Countries; Factor Analysis; Measures (Individuals); Teacher Effectiveness; Program Implementation; Turkey + Suchen Sie Ihr Suchwort? Evaluierung; Survey; Umfrage; Befragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Belief; Glaube; Data capture; Datensammlung; Standard; Klassengröße; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research method; Forschungsmethode; Likert-Skala; Ausland; Faktorenanalyse; Messdaten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Türkei
Abstract	The purpose of the current study is to describe beliefs, perceived barriers and teaching strategy preference of elementary teachers with respect to education for sustainable development. The sample of research survey consisted of 211 elementary teachers who are also participant of projects on environmental education entitled Green Pack and Eco-schools. The data were collected by three different scale entitled "beliefs on education for sustainable development scale," "barriers towards education for sustainable development scale" and "techniques in education for sustainable development scale." Items of the scales were examined taking into account mean scores, standard deviation, frequencies and percentages. Results revealed that teachers perceive some of the condition such as curriculum, class size, and lack of instructional materials as barriers for education for sustainable development. Despite these barriers, teachers have favorable beliefs regarding education for sustainable development. These beliefs were in line with the standards portrayed by international reports. In addition, it was argued that teachers' beliefs may be shaped by the educational projects they participated in. (As Provided).
Anmerkungen	International Electronic Journal of Environmental Education. Aksaray Universitesi, Egitim Fakultesi, Ilkogretim Bolumu, Kampus, Aksaray 68100, Turkey. e-mail: iejeegreen@gmail.com; Web site: http://dergipark.ulakbim.gov.tr/iejeegreen/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01