Reflections on Education for Sustainable Development: Insights from Icelandic Preschool Teachers on Concepts, Curriculum, and Teacher Training
Abstract
Research Objective: This study has two main objectives: (1) to investigate Icelandic preschool teachers’ reflections on concepts, curriculum, and teacher training related to education for sustainable development (ESD), and (2) to explore any differences in reflections between more experienced and less experienced teachers.
Research Method: Eight preschool teachers participated in this study, which involved semi-structured interviews and thematic analysis.
Structure of the Article: The article begins with an introduction discussing the importance of ESD for teachers’ pedagogical content knowledge (PCK) and teaching models. Next, it reviews previous studies on ESD in early childhood education and the concept of PCK. The method, findings, and discussion sections then follow.
A Brief Description of the Context of the Issue: Education for sustainable development (ESD) demands the involvement of multiple stakeholders, with teachers playing a key role. Despite UNESCO’s call for teacher training in ESD over a decade ago, research on teachers’ concepts, curriculum design, and related training remains limited.
Research Findings and Impact on Educational Sciences: The results indicated that teachers’ understanding of ESD was largely ecological in focus. The curriculum and teacher training were found to be critical for effective ESD. No significant difference in reflections was found between more experienced and less experienced teachers.
Conclusions and Recommendations: Both in-service and pre-service teacher training that incorporates PCK and teaching models for ESD is highly needed and recommended. Teachers require cross-curricular knowledge and teaching strategies to address the complex, multidisciplinary nature of ESD.
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