Özet:

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.

Özet:

This study aimed to investigate the perceptions of environmental education self-efficacy of prospective teachers in terms of gender, grade level, academic average, environmental content, environmental membership and department variables. Descriptive research method, which is one of the quantitative research approaches, was used. The study was carried out with 236 prospective teachers studying in biology, science, geography and elementary education programs in the 2017-2018 academic year. In the study, an environmental education self-efficacy scale and personal information form was used. According to the findings of the research; there was no statistically significant difference in perceptions of environmental education self-efficacy among prospective teachers in terms of gender and environmental membership variables. It was found that the pre-service teachers' perceptions of environmental education self-efficacy differentiated in terms of class level, academic average, taking lessons with environmental content and department variables. The study showed the importance of the environmental and environmental subjects in undergraduate programs on environmental education self-efficacy perception. It was also found that pre-service teachers' perceptions of environmental education self-efficacy changed positively, especially as their grade level increases. The fact that pre-service biology teachers who took the environmental content courses in undergraduate education had a lower level of self-efficacy compared to other teachers was one of the most striking results of the study.

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