Determining Primary School Candidate Teachers’ Levels of Environmental Literacy

Timur, Serkan; Timur, Betül; Yılmaz, Şirin

doi:10.1080/09720073.2013.11891335

Cited by 15 publications

(20 citation statements)

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“…Es llamativo que, a pesar de que el profesorado en formación inicial presenta un bajo y ciertamente inaceptable conocimiento ambiental, existe una tendencia generalizada a manifestar actitudes ambientales positivas (Tuncer, Tekaya, Sungur, Cakiroglu, Ertepinar y Kaplowitz, 2009;Muda, Ismail, Suandi y Rashid, 2011;Timur, Timur y Yilmaz, 2013). El alumnado que inicia el GMEP posee unas actitudes de responsabilidad frente a la problemática ambiental positivas (CA3).…”

Section: Discussionunclassified

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

2017

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En este artículo se evalúan las competencias ambientales (CA) del profesorado en formación inicial al comienzo y en la finalización del Grado de Maestro/a en Educación Primaria (GMEP) en una universidad española. Se ha desarrollado y validado un cuestionario con el fin de evaluar seis CA en relación con los conocimientos, las actitudes y los comportamientos ambientales de los y las estudiantes de la muestra (n = 341). Los resultados del estudio revelan que el profesorado en formación inicial carece de las CA suficientes con las que educar ambientalmente a su alumnado y que no existen diferencias en el grado de adquisición de estas competencias entre el alumnado de primer y cuarto curso del GMEP. Como resultado, se cuestiona el papel de la Universidad y los nuevos programas diseñados en el proceso de convergencia hacia el Espacio Europeo de Educación Superior y se sugieren algunas propuestas de mejora.

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Section: Discussionunclassified

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

2017

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“…Kahyaoğlu et al (2008) found no significant difference in environmental attitudes of elementary school teachers in terms of gender, and Bilim (2012) found no significant difference in environmental attitude, environmental behavior and environmental perceptions of the education faculty students in terms of gender. Yet, there are also studies that did not reflect the results of this current study (Karatekin & Sama, 2003;Sargın et al, 2016;Teksöz et al, 2010a;Timur et al, 2013). When the findings of these studies are examined, gender is seen as an influential factor on the dimensions of environmental literacy.…”

Section: Discussionmentioning

confidence: 44%

“…The results of studies by Karatekin & Aksoy (2012) and Sadık and Sari (2010) support the findings of this current research. However, various other researchers (Kahyaoğlu et al, 2008); Kıyıcı et al, 2014;Koc & Karatekin, 2013;Sadık, 2013;Timur et al, 2013) found that having environment classes did not affect pre-service teachers' attitudes towards the environment.…”

Section: Discussionmentioning

confidence: 99%

“…Sargın et al (2016) found a statistical difference in environmental behavior scores in favor of primary school teachers in terms of education department. However, Timur et al (2013) and Kahyaoğlu et al (2008) found no statistical significance in pre-service teachers' environment attitudes in terms of education department. These results overlap with the effect found for environment lessons, which are known to be delivered to both pre-service primary school teachers and pre-service science teachers.…”

Section: Discussionmentioning

confidence: 99%

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Environmental Literacy Dimensions of Pre-Service Teachers

Karakaya¹,

Avgin²,

Yılmaz³

2017

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In this research, it is aimed to determine pre-service science teachers' environment attitude, behavior and perceptions in terms of different variables. In this research, the relational screening model method was used. The study group consists of 265 preservice science teachers from a state university in Turkey. The research was conducted during the fall semester of 2015-2016. In this research, the Environment Attitude Scale (EAS), Environment Behavior Scale (EBS), and Environment Perceptions Scale (EPS) were used. Data were analyzed by using IBM SPSS-21 statistical program. For data analysis, Independent t-test, Mann-Whitney U-test, One-Way Variance Analysis (ANOVA), Tukey significance test and also Correlation Analysis were used. There was no statistically significant difference found in pre-service teachers' environment attitude, behavior and perceptions in terms of gender and longest-lived place. However, there was a statistically significant difference found in pre-service teachers' environment attitude, behavior and perceptions in terms of the variables of having an environment lesson, education department and grade level. There was a positive middle relationship between environmental literacy components and environment attitude behavior, and a positive weak relationship between environment attitudeperceptions.

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“…These competencies were described using projects developed by the North American Association for Environmental Education(NAAEE) as a basis through an analysis of the documents titled the Standards for the Initial Preparation of Environmental Educators [35], Guidelines for the Preparation and Professional Development of Environmental Educators [36], and finally, even though it is more strongly focused on what primary school students should learn, the Excellence in Environmental Education-Guidelines for Learning (K-12) [20]. At the same time, an analysis was conducted of empirical models in different geographical contexts used to assess the pre-service teachers' level of EL [28][29][30]32,[37][38][39][40]. Table 1.…”

Section: Instrumentmentioning

confidence: 99%

Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities

et al. 2019

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This paper analyzed the relationship that certain demographic and educational variables might have on the training in environmental education (EE) received by undergraduate students enrolled in a Degree in Primary Education (DPE) at two Spanish universities. For this purpose, they were given a questionnaire to assess the link between certain personal and educational characteristics relating to the students in the sample (n = 274) and three components of an environmental competence (EC) model: environmental knowledge, attitudes, and behaviors. The results indicate that variables like gender, the students’ habitual place of residence, the type of leisure activities they undertook, and some educational factors had a significant impact on the acquisition of the said competencies. In light of these outcomes, the paper reflects on the possible role that non-university contexts might play in environmental education for pre-service teachers.

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Determining Primary School Candidate Teachers’ Levels of Environmental Literacy

Cited by 15 publications

References 1 publication

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

Environmental Literacy Dimensions of Pre-Service Teachers

Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities

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