Examining of reflections of teacher education program for sustainable development based on pedagogical systems theory

This research was carried out to examine how the Teacher Training Program for Sustainability, which was developed based on Pedagogical Systems Theory (PST), affects preschool teachers' opinions about the world, individual, and society for sustainability, and how it affects their knowledge and educational practices on sustainability. The study, which was carried out with 10 preschool teachers working in public kindergartens in various districts of Ankara in the 2020-2021 academic year, was designed as embedded mixed method research. The data of the research were collected through interview questions before and after the training, scales aiming to evaluate knowledge and educational practices, and various documents (daily plan, activity videos, and reflective diaries) obtained from teachers. Descriptive statistics was used for quantitative data and thematic analysis method was used for the analysis of qualitative data. Thematic analyzes were carried out using the MAXQDA 2020 software program. At the end of the research, it was concluded that the program had positive reflections on the views of teachers on the world, individual, society, and education in the context of sustainability; the program had positive reflections on the planning and implementation of the participating teachers by integrating their knowledge of sustainability and educational activities for sustainability with the preschool education program; it was found that participant teachers' satisfaction with training was high. As a result, it was seen that the implemented Teacher Training Program for Sustainability and the implementation process provided versatile and positive contributions to the participating teachers.