Abstract:

This study aims to investigate the perceptions of environmental education self-capacity of teachers according to gender, class level, academic average, environmental content lectures, association membership related to the environment and department variables. The study used the visual research method from Nicel research approaches was conducted with 236 teachers candidates studying in biology, science knowledge, geography and classroom education programs in the 2017-2018 educational year. In the research, environmental education has been used as a data collection tool for the self-sufficiency scale and personal information form. According to the findings obtained from the research data; in terms of gender and environmental association membership variables, teachers candidates have not statistically significant differences in environmental education self-sufficiency perceptions. But it is understood that teachers’ environmental education self-quality perceptions show a significant difference according to class level, academic average, environmental content receipt of courses and department variables. The results of this study have shown that environmental education on self-capacity perception is very important for all kinds of environmental and environmental content courses that are taught in the bachelor's programs. As teachers’ candidates, especially the class level increases, the perception of self-quality in the environmental education has also shown a positive change. Biology teachers candidates who take a very environmental content course in their bachelor's studies have seen themselves lower in terms of environmental education self-quality than other teachers candidates have been one of the remarkable results of this study.