Preschool pre-service teachers' scientific attitudes for sustainable professional development
AbstractAbstract The purpose of study was to identify the scientific attitudes for Sustainable Professional Development of pre-service teachers in the Preschool Education program. The research was conducted on true experimental design and we used post-test control group design, a quantitative research approach. A total number of 89 university students were included and “Scientific Attitude Inventory” (SAI-II) was used to determine the scientific attitudes of pre-service teachers. When the attitude score means of the control group were examined, it was found that the students with the highest scores from the sub-dimensions were included in the willingness to do scientific studies sub-dimension. Based on results, it is seen that the average scientific attitude scores of the experiment group is higher than the control group and scientific attitudes are important for sustainable professional development. © 2016 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/). Keywords: Preschool education, pre-service teacher, scientific attitudes, sustainability, professional development
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