Challenges in Reorienting Early Childhood Education for Sustainability in Initial Teacher Education: Transforming, Creating and Expanding

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-05-01 DOI:10.14221/ajte.2022v47n5.1

N. Evans, Debra Harwood, Anna Furu, Şule Alici

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引用次数: 0

Abstract

This editorial essay introduces a special issue on education for sustainability, early childhood education and initial teacher education. We adopt a duoethnographic approach to first provide an overview of the issues, gaps, tensions and challenges in past and current trends in early childhood education for sustainability (ECEfS) in initial teacher education (ITE). Then, from our perspectives as four teacher educators located in disparate regions of the world: Finland, Turkiye, Canada, and Australia, we invite readers into our own stories as a starting place to explore the papers within the special issue. Through this dynamic interplay of four critically questioning minds and five papers, we aim to transform, create, and expand understanding of the interplay between ECEfS and ITE. We acknowledge that readers will derive their own understandings and responses from the papers, hence, our interpretations are not prescriptive, but rather aim to provoke further contributions to an emerging and developing field.

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幼儿教育可持续发展的挑战:转型、创新与拓展

这篇社论文章介绍了一个关于可持续教育、幼儿教育和初级教师教育的特刊。我们采用多民族志方法，首先概述了早期教师教育(ITE)中可持续发展幼儿教育(ECEfS)过去和当前趋势中的问题、差距、紧张和挑战。然后，从我们四个来自世界不同地区的教师教育工作者的角度:芬兰，土耳其，加拿大和澳大利亚，我们邀请读者进入我们自己的故事，作为探索特刊中的论文的起点。通过四种批判性质疑思维和五篇论文的动态相互作用，我们的目标是改变、创造和扩大对ECEfS和ITE之间相互作用的理解。我们承认读者将从论文中得出他们自己的理解和回应，因此，我们的解释不是规定性的，而是旨在激发对新兴和发展领域的进一步贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.