Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning

Feriver, Şebnem; Olgan, Refika; Teksöz, Gaye

doi:10.1007/978-3-319-17727-4_154-1

Cited by 3 publications

(3 citation statements)

References 55 publications

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“…What is needed is support for and encouragement of teacher trainers to be innovative, regardless of the wider constraints. In addition, Ferivel et al [72] emphasises the importance of a general educational shift for a transformative approach to ESD and highlights the roles of teachers in enhancing an education of a different kind.…”

Section: Discussionmentioning

confidence: 99%

Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Bourn

Soysal

2021

Sustainability

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Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

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Section: Discussionmentioning

confidence: 99%

Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Bourn

Soysal

2021

Sustainability

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“…We apply a methodological frame of reflective practice as a means for HE professional development [48][49][50][51]. Using this frame, we were able to critically examine our practice, consider alternate perspectives, and become aware of how we were developing as HE scholars [52,53]. We reflect using cyclical models to examine and evaluate our own experiences, actions, and reactions in order to improve our professional practice [54,55].…”

Section: Methodological Framework and Research Designmentioning

confidence: 99%

Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

Scott,

Pryce,

Reinke

et al. 2023

Education Sciences

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In higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice.

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“…Transformative EfS learning could be supported naturally in the classrooms, aligning with current early childhood pedagogies as interdisciplinary learning and participation in communities of action (Robinson & Vaealiki, 2010). Transformative learning, which emphasizes the guidance of past experiences on future behaviors, is a theory that is frequently emphasized in adult education, especially in terms of sustainability (Balsiger et al, 2017;Feriver et al, 2019;Thomas, 2009). The theory developed by Mezirow has various stages, emphasizing the importance of developing awareness of an individual's environment and developing decision-making behaviors that include future cognitive processes due to their experiences (Mezirow, 1996).…”

Section: Introductionmentioning

confidence: 99%

A Collaboration Project on Education for Sustainability: A Qualitative Evaluation of Professional Development Program for Turkish Preschool Teachers

Elmas,

Öztürk,

Kahriman Pamuk

et al. 2024

Int. J. of Cont. Edu. Res.

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This article is dedicated to examining a bilateral project established between the Republic of Korea and Türkiye, with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability (EfS) within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding three pillars of sustainability and 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformation regarding sustainability and early childhood education for sustainability. The data were collected through pre-post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers’ sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

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Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning

Cited by 3 publications

References 55 publications

Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

A Collaboration Project on Education for Sustainability: A Qualitative Evaluation of Professional Development Program for Turkish Preschool Teachers

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