Promoting Sustainability through Multimodal Storytelling

Autor/inn/en	Furu, Ann-Christin; Kaihovirta, Hannah; Ekholm, Suzanne
Titel	Promoting Sustainability through Multimodal Storytelling
Quelle	In: Journal of Teacher Education for Sustainability, 23 (2021) 2, S.18-29 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
DOI	10.2478/jtes-2021-0014
Schlagwörter	Sustainability; Early Childhood Education; Learning Modalities; Story Telling; Student Teachers; College Freshmen; Foreign Countries; Holistic Approach; Learning Experience; Student Teacher Attitudes; Student Centered Learning; Preservice Teacher Education; Finland + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Studienanfänger; Ausland; Holistischer Ansatz; Lernerfahrung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehramtsstudiengang; Lehrerausbildung; Finnland
Abstract	In recent years, sustainability has been increasingly recognized within the early childhood education and care (ECEC) context. Early childhood educators' capacities to design meaningful learning opportunities for young children have been underlined. The article reports on a study of student teachers' learning during a project about multimodal storytelling and sustainability in ECEC teacher education. The study explores how multi-modal storytelling might contribute to the capacity to conduct education for sustainability in the context of ECEC. The participants were first-year student teachers at a Finnish university. The results show that multimodal storytelling can contribute to addressing challenging issues linked to sustainability through holistic learning processes. Hereby, multimodal storytelling opens for the exploration of existential issues and complex aspects of sustainability education. It contributes to the reflection and discussion of values, knowledge and skills that are vital for the capacity to conduct sustainability education in the early childhood. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01