New Initiatives for Building Education for Sustainability in Initial Early Childhood Teacher Education in Sweden – Critical Aspects and Noticeable Needs

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-05-01 DOI:10.14221/ajte.2022v47n5.5

Eva Ärlemalm-Hagsér, Laila Gustavsson, S. Thulin, N. Evans

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引用次数: 0

Abstract

There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers’ capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate a range of understandings related to EfS and the role of the early childhood teacher in EfS. Findings further suggest there is an overall need to deepen IECTE students’ EfS theoretical and pedagogical content knowledge to enable them to close a gap between the theory and teaching of EfS in early childhood education settings.

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在瑞典早期儿童教师教育中建立可持续发展教育的新举措-关键方面和值得注意的需求

已经确定需要进行研究，以加强对将可持续发展教育(EfS)嵌入幼儿早期教师教育(IECTE)的有效实践的理解。研究进一步发现，需要创新的教学策略来培养新教师的能力，以培养未来公民应对关键的可持续性挑战。本研究通过调查两所瑞典大学的两个IECTE课程如何实施EfS来满足这一需求，在这些课程中，EfS贯穿了多年的学习，并且学习的学生在课程结束时展示了与EfS相关的知识。研究结果显示，学生对情感体验和幼儿教师在情感体验中的作用有一系列的理解。研究结果进一步表明，总体上需要深化IECTE学生的情感理论和教学内容知识，使他们能够缩小儿童早期教育环境中情感理论和教学之间的差距。

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%.