Australian Journal of Teacher Education
Abstract
There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers’ capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate a range of understandings related to EfS and the role of the early childhood teacher in EfS. Findings further suggest there is an overall need to deepen IECTE students’ EfS theoretical and pedagogical content knowledge to enable them to close a gap between the theory and teaching of EfS in early childhood education settings.
Recommended Citation
Ärlemalm-Hagsér, E., Gustavsson, L., Thulin, S., & Evans, N. (2022). New Initiatives for Building Education for Sustainability in Initial Early Childhood Teacher Education in Sweden – Critical Aspects and Noticeable Needs. Australian Journal of Teacher Education, 47(5). https://doi.org/10.14221/ajte.2022v47n5.5