Perceptions and Attitudes of Early Childhood Teachers in Korea about Education for Sustainable Development

Autor/inn/en	Park, Eunhye; Kim, Heejin; Yu, Sunyoung
Titel	Perceptions and Attitudes of Early Childhood Teachers in Korea about Education for Sustainable Development
Quelle	In: International Journal of Early Childhood, 48 (2016) 3, S.369-385 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-016-0176-y
Schlagwörter	Preschool Teachers; Teacher Attitudes; Sustainable Development; Early Childhood Education; Asians; Life Style; Child Care Centers; Kindergarten; Foreign Countries; Program Implementation; Faculty Development; South Korea + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Nachhaltige Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Asian; Asiat; Asiatin; Asiaten; Asiate; Lebensstil; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Korea; Republik
Abstract	This study investigates the perceptions and attitudes of Korean early childhood teachers about education for sustainable development (ESD). A total of 301 Korean early childhood teachers participated in a survey which was purposefully developed for this research. The survey focused on three areas of interest: understanding of concepts about sustainable development and ESD; importance for ESD in early childhood education and the implementation of ESD practices; and personal intentions about a sustainable lifestyle. The teachers who participated were recruited from kindergartens and day-care centers. Overall, findings suggested that the majority of teacher respondents had reasonable understanding about sustainable development and ESD from different knowledge sources. The teachers considered that ESD in early childhood education was very necessary or fairly necessary. However, 59% of teacher respondents had not implemented any ESD programs or activities. Of those teachers who had implemented activities then, commonly, this activity was circle-time discussions. The teachers indicated positive intentions about personal practices for a sustainable lifestyle. These personal values that teachers held make it more likely that they would implement ESD programs in their classrooms. However, teachers need to be provided with opportunities for professional development to increase their knowledge about how ESD programs are designed and implemented effectively with young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01