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    Early childhood teachers’ understanding and perceptions regarding early childhood education for sustainability
    (Taylor and Francis Ltd., 2025) Köklü Yaylacı, Hasret; Olgan, Refika
    Eco-school teachers who primarily incorporate the principles of Education for Sustainable Development (ESD) into their teaching practices serve as active agents of sustainable development, with the potential to foster sustainable behaviors from an early age. This study examined the understanding and perceptions of early childhood eco-school teachers regarding sustainability, sustainable development, Education for Sustainable Development (ESD), and Early Childhood Education for Sustainability (ECEfS). Focus groups and pre-/postconcept maps were used to gather data. The findings showed that while teachers viewed ECEfS as crucial for sustainable development, their understanding of sustainability, sustainable development, and the goals of ESD and ECEfS was limited. Teachers predominantly associated ESD and ECEfS with the environmental pillar, though some acknowledged sociocultural and economic aspects. Moreover, key concepts for ECEfS practice involved respect for differences, saving, consumption habits, and self-confidence. In addition, teachers’ postconcept maps revealed a broader, more comprehensive understanding of ESD compared to their preconcept maps. These findings suggested that teachers needed professional development to enhance their knowledge and implementation skills for ECEfS and address the sociocultural and economic dimensions of sustainability to implement a holistic approach to ECEfS effectively.
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    Investigating early childhood preservice teachers’ personal teaching efficacy and outcome-expectancy beliefs regarding education for sustainable development in Turkey
    (Routledge, 2021) Köklü Yaylacı, Hasret; Olgan, Refika
    This study investigates teaching efficacy beliefs of Turkish early childhood preservice teachers toward education for sustainable development (ESD), as well as their personal efficacy and outcome-expectancy beliefs regarding ESD. The study also examines whether or not significant life experiences, year of undergraduate study, and taking courses regarding sustainable development influence students’ ESD teaching efficacy beliefs. In the pilot study the structure of the Turkish version of the Education for Sustainable Development Teaching Beliefs Scale (EfSD-B) was explored within a sample comprised of 158 early childhood preservice teachers. Then, 541 early childhood preservice teachers participated in the main study and completed an adapted version of the EfSD-B scale. The study results revealed a moderate sense of ESD teaching efficacy with its two constructs. Further, the participants’ responses did not significantly correspond with significant life experiences, taking ESD or sustainable development course, and preservice teachers’ year in undergraduate study.