Abstract
The purpose of this study is to analyze the attitudes of pre-service classroom teachers towards sustainable development with respect to the level of development of the city they live in and their fathers' and mothers’ education level. Survey design was used in the study. The participants consisted of 1008 pre-service classroom teachers in 12 universities across Turkey. The data was collected through a data collection tool designed by the researcher. To analyze the data, descriptive statistics and inferential statistics (MANOVA) were used. The results of descriptive statistical analyses revealed that pre-service classroom teachers had positive attitudes towards sustainable development. The results of MANOVA analysis demonstrated that the level of the development of the city they live in affects pre-service classroom teachers’ attitudes towards sustainable development, whereas their parents’ education level did not affect their attitudes.
| Original language | English |
|---|---|
| Pages (from-to) | 28-42 |
| Number of pages | 14 |
| Journal | Journal of International Science and Education |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 26 Apr 2021 |
Bibliographical note
This article was produced from the PhD thesis written by the first author entitled as “Examination of Teacher Competencies for Education for Sustainable Development” at Middle East Technical University, Ankara, Turkey. The summary of this article has been presented in Academic Network on Global Education and Learning (ANGEL) Conference 2019 in 9,10 May, London, UK.UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Attitudes
- ESD
- pre-service education
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