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ERIC Number: EJ1109706
Record Type: Journal
Publication Date: 2016-Jul
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0814-0626
Investigating Early Childhood Teachers' Understandings of and Practices in Education for Sustainability in Queensland: A Japan-Australia Research Collaboration
Inoue, Michiko; O'Gorman, Lyndal; Davis, Julie
Australian Journal of Environmental Education, v32 n2 p174-191 Jul 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A