Publication:
Turkish geography prospective teachers perspective and attitude of sustainable development

dc.contributor.authorÖzel, Ali
dc.contributor.authorÖztürk, Mustafa
dc.contributor.authorÖzel, Emine
dc.contributor.buuauthorŞenyurt, Seçil
dc.contributor.departmentEğitim Fakültesi
dc.contributor.researcheridGCB-2614-2022
dc.contributor.scopusid56009492000
dc.date.accessioned2024-03-29T11:03:31Z
dc.date.available2024-03-29T11:03:31Z
dc.date.issued2013
dc.description.abstractToday, sustainable development (SD) is an important topic on the worlds agenda guided by aspirations for sustainable future of societies, environments, resources and landscapes. Sustainable development was introduced into geography education in Turkey with the new geography curriculum in 2005. However, it has traditionally been a largely omitted topic in the Turkish educational context including pre-service teacher education programmes. Since geography prospective teachers will be responsible for teaching sustainable development under the new curriculum, it is important to find out their perceptions and what they have been given through pre-service programs concerning sustainable development. Through a questionnaire, this research explored the perceptions of geography prospective teachers and their pre-service experiences concerning sustainable development. The data were collected in 6 geography teacher education programmes (that is the total number of programmes in Turkey) with 122 final year geography prospective teachers. According to the findings, a relatively high number of respondents (30%) seemed to be unaware of the concept of sustainable development. As for the pre-service programmes, which covered a wide range of interrelated issues and dimensions of sustainable development concerns, the data indicate that they are not sufficiently covered in a balanced manner. Additional findings are also presented in details in this paper.
dc.identifier.citationÖzel, A. vd. (2013). “Turkish geography prospective teachers perspective and attitude of sustainable development”. Journal of Environmental Protection and Ecology, 14(3A), Special Issue SI, 1273-1282.
dc.identifier.endpage1282
dc.identifier.issn1311-5065
dc.identifier.issue3A, Special Issue SI
dc.identifier.scopus2-s2.0-84892685620
dc.identifier.startpage1273
dc.identifier.urihttps://hdl.handle.net/11452/40678
dc.identifier.volume14
dc.identifier.wos000326900800007
dc.indexed.wosSCIE
dc.publisherScibulcom
dc.relation.collaborationYurt içi
dc.relation.journalJournal of Environmental Protection and Ecology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectEnvironmental sciences & ecology
dc.subjectGeography
dc.subjectProspective teachers
dc.subjectSustainable development
dc.subjectTeacher education
dc.subjectEducation
dc.subjectTurkey
dc.subjectCurriculum
dc.subjectGeography education
dc.subjectSustainable development
dc.subjectTeaching
dc.subject.scopusGifted; Talent Development; School Districts
dc.subject.wosEnvironmental sciences
dc.titleTurkish geography prospective teachers perspective and attitude of sustainable development
dc.typeArticle
dc.wos.quartileQ4 (Environmental sciences)
dspace.entity.typePublication
local.contributor.departmentEğitim Fakültesi
local.indexed.atWOS
local.indexed.atScopus

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