Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Türkiye
Tezin Onay Tarihi: 2018
Öğrenci: HASRET KÖKLÜ
Danışman: REFİKA OLGAN
Özet:The aims of this study were describing pre-service early childhood education (ECE) teachers’ Education for Sustainable Development (EfSD) teaching self-efficacy beliefs constructed around outcome expectancy beliefs and personal teaching efficacy regarding EfSD, attitudes toward Sustainable Development (SD), and SD knowledge; investigating whether EfSD teaching self-efficacy beliefs, SD attitudes and SD knowledge of pre-service ECE teachers differ with respect to autobiographical factors; exploring predictive roles of SD attitudes, SD knowledge and personal EfSD teaching efficacy on outcome expectancy beliefs regarding EfSD. P articipants of study were 541 freshmen, sophomore, junior, and senior ECEteacher candidates in Ankara. Data was collected by using scales; Demographic Information Form, EfSD Teaching Beliefs Scale (EfSD-B), Attitudes toward SD Scale (ASD), and SD Knowledge Scale (SD-K). The results of exploratory and confirmatory factor analyses indicated that the Turkish adaptation of EfSD-B and ASD scales are valid and reliable in terms of determining pre-service ECE teachers’ EfSD teaching self-efficacy beliefs and attitudes toward SD. In main study, pre-service teachers were found to have moderate sense of attitudes toward SD, SD knowledge, and EfSD teaching selfefficacy beliefs including outcome expectancy beliefs and personal teaching efficacy regarding EfSD. Moreover, pre-service ECE teachers’ EfSD teaching selfefficacy beliefs, SD attitudes and SD knowledge did not differ with respect to autobiographical factors except from the significant effect grade levels on SD attitudes. Lastly, personal EfSD teaching efficacy, SD knowledge and SD attitudes were found to have a predictive role on outcome expectancy beliefs of pre-service ECE teachers regarding EfSD teaching.