This editorial essay introduces a special issue on education for sustainability, early childhood education and initial teacher education. We adopt a duoethnographic approach to first provide an overview of the issues, gaps, tensions and challenges in past and current trends in early childhood education for sustainability (ECEfS) in initial teacher education (ITE). Then, from our perspectives as four teacher educators located in disparate regions of the world: Finland, Turkiye, Canada, and Australia, we invite readers into our own stories as a starting place to explore the papers within the special issue. Through this dynamic interplay of four critically questioning minds and five papers, we aim to transform, create, and expand understanding of the interplay between ECEfS and ITE. We acknowledge that readers will derive their own understandings and responses from the papers, hence, our interpretations are not prescriptive, but rather aim to provoke further contributions to an emerging and developing field.
Evans, N., Harwood, D., Furu, A., & Alici, Ş. (2022). Challenges in Reorienting Early Childhood Education for Sustainability in Initial Teacher Education: Transforming, Creating and Expanding. Australian Journal of Teacher Education, 47(5). https://doi.org/10.14221/ajte.2022v47n5.1