Training early childhood teachers for sustainability: towards a 'learning experience of a different kind'

Sebnem Feriver, Gaye Tuncer Teksoz, Refika Olgan, Alan Douglas Reid

Research output: Contribution to journalArticleResearchpeer-review

11 Citations (Scopus)

Abstract

In this study, we discuss findings from a small-scale project evaluating an
in-service teacher training programme focused on ‘perspective transformation’ in early childhood education and education for sustainability (EfS). A bespoke professional development programme was developed for Turkish early childhood
teachers, based on a variety of Mezirowian-inspired adult education activities.
Data were gathered using a mixed method research design, from 24 early childhood educators, through learning diaries, a Learning Activities Survey and
follow-up interviews. Initial findings illustrate the range of transformations
possible in the teachers’ perspectives during and after the training workshops.
Influential factors in facilitating perspective transformation are shown to be the
content, structure and sequencing of the training, and peer support. We conclude that transformative learning techniques offer a viable framework for engaging practicing early childhood teachers with EfS and also discuss implications for teacher preparation in both areas.
Original languageEnglish
Pages (from-to)717 - 746
Number of pages30
JournalEnvironmental Education Research
Volume22
Issue number5
DOIs
Publication statusPublished - 2016

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