CLASSROOM TEACHERS' IN-CLASS ECOLOGICAL FOOTPRINT AWARENESS RAISING PRACTICES

With this research, it is aimed to determine the practices of classroom teachers increase awareness ecological footprint in classroom. The study group which shaped by basic qualitative research model among methods, consists 28 who work Diyarbakır city center 2019-2020 academic year and are determined purposeful-criterion sampling method. During data collection process interviews were made with teachers. In interviews, questions prepared semi-structured interview technique used content analysis was obtained these questions. As a result teachers; It stated that should be given from primary school. has been concluded reduce include components footprint, activities provide children development environmental awareness, sense responsibility cooperation, love nature animals, protection ownership. faced difficulties such as limited school facilities, lack sufficient support parents administrators, insufficient curriculum crowded class sizes during develop sustainable living opportunities.