Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum
In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS pra...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Brock University
2022-07-01
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| Series: | Brock Education: a Journal of Educational Research and Practice |
| Online Access: | https://journals.library.brocku.ca/brocked/index.php/home/article/view/937 |
| _version_ | 1818487645507944448 |
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| author | Sule ALICI Havva Ayca ALAN |
| author_facet | Sule ALICI Havva Ayca ALAN |
| author_sort | Sule ALICI |
| collection | DOAJ |
| description |
In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’ student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors’ and mentor teachers’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level.
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| first_indexed | 2024-12-10T16:40:53Z |
| format | Article |
| id | doaj.art-10da4360df0f4ae4b3bacadf98edf5db |
| institution | Directory Open Access Journal |
| issn | 1183-1189 2371-7750 |
| language | English |
| last_indexed | 2024-12-10T16:40:53Z |
| publishDate | 2022-07-01 |
| publisher | Brock University |
| record_format | Article |
| series | Brock Education: a Journal of Educational Research and Practice |
| spelling | doaj.art-10da4360df0f4ae4b3bacadf98edf5db2022-12-22T01:41:14ZengBrock UniversityBrock Education: a Journal of Educational Research and Practice1183-11892371-77502022-07-01312Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ PracticumSule ALICI0Havva Ayca ALAN1Kirsehir Ahi Evran UniversityMiddle East Technical University In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’ student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors’ and mentor teachers’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level. https://journals.library.brocku.ca/brocked/index.php/home/article/view/937 |
| spellingShingle | Sule ALICI Havva Ayca ALAN Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum Brock Education: a Journal of Educational Research and Practice |
| title | Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum |
| title_full | Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum |
| title_fullStr | Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum |
| title_full_unstemmed | Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum |
| title_short | Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum |
| title_sort | implementation of education for sustainability in turkish pre service teachers practicum |
| url | https://journals.library.brocku.ca/brocked/index.php/home/article/view/937 |
| work_keys_str_mv | AT sulealici implementationofeducationforsustainabilityinturkishpreserviceteacherspracticum AT havvaaycaalan implementationofeducationforsustainabilityinturkishpreserviceteacherspracticum |