Investigating Early Childhood Teachers' Understandings of and Practices in Education for Sustainability in Queensland: A Japan-Australia Research Collaboration

Autor/inn/en	Inoue, Michiko; O'Gorman, Lyndal; Davis, Julie
Titel	Investigating Early Childhood Teachers' Understandings of and Practices in Education for Sustainability in Queensland: A Japan-Australia Research Collaboration
Quelle	In: Australian Journal of Environmental Education, 32 (2016) 2, S.174-191 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2016.4
Schlagwörter	Early Childhood Education; Preschool Teachers; Foreign Countries; Surveys; Sustainability; Environmental Education; Inservice Education; Preservice Teachers; Professional Development; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Survey; Umfrage; Befragung; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Berufsbegleitende Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	In a study undertaken in Queensland, Australia, analysis of a survey that included both qualitative and quantitative questions revealed that, like their Japanese counterparts, early childhood teachers do not have well-developed ideas and practices in education for sustainability (EfS). Instead, they mainly practise traditional nature-based activities, such as gardening or playing outdoors, and teaching about resource conservation through books, posters or fact sheets. Teachers' understandings of nature education, environmental education, and education for sustainability seem to influence their educational practices. Deeper understandings about sustainability are necessary to extend beyond such traditional practices. Even though national curriculum frameworks and guidelines point to the importance of sustainability within early childhood curriculum, these appear to be insufficient in strengthening early childhood teachers' ideas of sustainability and how to practise it effectively. We suggest that it would be beneficial for early childhood teachers, both preservice and inservice, to have professional development opportunities that build deeper understandings of sustainability and its implementation in their settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01