Abstract
This research is a qualitative study to determine the opinions of preschool teachers and pre-service teachers on environmental education and environmental awareness for sustainable development. The phenomenology approach, which focuses on individuals’ own experiences and the meaning of a phenomenon, was used in this direction. The study group of the research consisted of 68 preschool teachers and 72 pre-service preschool teachers. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. The content analysis technique was used in the analysis of the data obtained from the interview form. According to the research results, it can be said that pre-service teachers have more theoretical knowledge than teachers and teachers have more practical knowledge than pre-service teachers. This can be explained by the fact that the knowledge that pre-service teachers obtain at university is quite new, they spend more limited time with children within the scope of applied courses, teachers communicate much more with children every day and they are more distant from theoretical knowledge. Furthermore, it can be said that teachers and pre-service teachers are sensitive towards environmental problems, interested in environmental education, willing and open to development.
Highlights
The concept of sustainability is one of the frequently used concepts nowadays
Preschool teachers indicated that the problems encountered in environmental education practices are “crowded classroom”, “the lack of knowledge of the teacher”, “the lack of teaching resources”, “the indifference of the child”, “the indifference of the family”, “inadequacy of in-service training” and “inadequate support of the school administration”; while pre-service preschool teachers stated “the lack of teaching resources”, “crowded classroom”, “lack of knowledge of the teacher”, “indifference of the family”, “indifference of the child” and “inadequacy of in-service training”
Preschool teachers indicated that the source of the problems encountered in environmental education practices is “administration”, “parents”, “teachers” and “children”; while pre-service preschool teachers indicated that the source of the problems is “teachers”, “parents”, “administration” and “children”
Summary
The concept of sustainability is one of the frequently used concepts nowadays. the word “sustainability”, which comes from the Latin word “Sustinere” in its origins, is used in many meanings in dictionaries, it is basically used with the meaning of maintaining, providing, sustaining, supporting and existing [1]. The concept of sustainability is defined as a participatory process that ensures the prudent use of social, cultural, scientific, natural and human resources of the society and that creates a social point of view on the basis of respecting this [2]. Sustainability is to protect natural resources and make the most effective use of them [3]. These are the environment, society and economy. Environmental responsibility requires trying to protect the environment, reduce environmental pollution and other negative effects on the environment, mitigate the effects of industrialization and human activities and ensure the sustainable use of resources. Social solidarity refers to equal opportunity and social cohesion that include the development of welfare, quality of life and sustainable human development for humans. It seeks ways to eliminate income poverty with economic efficiency [4]
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