Problem formulation
This partial study will investigate how preschool teachers in preschool make children aware of sustainable development and more specifically what methods they use? In recent years, research in sustainable development in preschool has increased, but mainly research on educators' perceptions of sustainable development and how the governing documents prescribe education for sustainability (Almers 2009; Björneloo 2007; Jóhannesson, Norðdahl, Óskarsdóttir, Pálsdóttir & Pétursdóttir, 2011; Sageidet, 2014; Salonen & Tast, 2013; Ärlemalm-Hagsér, 2012). Due to the lack of how preschool teachers teach about sustainability and because of that the new curriculum in Sweden has raised sustainable development to a goal, this study wants to investigate how preschool teachers teach about sustainability today.
Theoretical framework and relevant previous research
I examine what and how preschool teachers do to make children aware of sustainable development. Hedefalk (2014) believes that the factual, normative and pluralistic dimension are parts that are all needed for teaching for sustainable development to be complete. Borg, Winberg and Vinterek (2017) saw in their study that children's participation with teachers and parents in sustainability-related discussions and activities was crucial for children's awareness of sustainable development. Olsson, Gericke, Chang Rundgren (2015) also believes that a pluralistic approach is required, which Öhman (2008) emphasizes by describing that pluralistic teaching lifts values and avoids indoctrination when children's knowledge is based on their own thoughts and actions. Given the above, I will interpret my empirical with the help of Dewey who bases his theory, that thought and action are required to consolidate knowledge, which can describe just what pluralistic teaching is (S. Hartman, Lundgren & R. M. Hartman, 2004).
Methodology
Sixteen preschool teachers at the same number of preschools in eight municipalities, two preschools in each, have been selected using randomize sampling. In a semi-structured interview, I asked them how and what methods they use to teach about sustainable development. I recorded the interview to be able to make a deeper and more accurate analysis. (Kvale och Brinkman, 2017). To analyze the material, I have used thematic analys (Bryman, 2011). I started by transcribing the interviews and then looking for different themes to discover different ways that preschool teachers use in their teaching for sustainable development. Whit the help of NVIVO 12, I have been able to find and structure the different themes and as a result discover how the preschool teacher teach about sustainability.
Preliminary findings
Most preschool teachers are aware and active in ecological sustainability. The economical sustainability is difficult but Social sustainability is a matter of course in preschool. Preschool teachers in Sweden today usually have dialogue with the children and let them participate through talks and practical exercises, which can be related to Dewey´s theory that thought and action are required to learn.
Significance of the study
This stydy can show how preschool teachers teach for sustainable development today and hopefully it leads to the development of pedagogical practice in the long run and inspires further research in an unexplore area.
References
Almers, Ellen (2009). Handlingskompetens för hållbar utveckling: Tre berättelser om vägen dit (Doktorsavhandling). Jönköping: Högskolan för lärande och kommunikation.
Björneloo, Inger (2007). Innebörder av hållbar utveckling. En studie av lärares utsagor om undervisning (Doktorsavhandling, Gothenburg studies in Educational Sciences, 250). Göteborg: Acta Universitatis Gothoburgensis.
Borg, F., Winberg, M. & Vinterek, M. (2017). Childrens Learning for a Sustainable Society: Influences from Home and Preschool. Education Inquiry, 8:2, 151-172, doi:10.1080/20004508.2017.1290915
Bryman, A. (2011). Samhällsvetenskapliga metoder (2. uppl.). Malmö: Liber.
Hartman, S., Lundgren, U. P., & Hartman R. M. (2004). Inledning. I Individ, skola och samhälle. Stockholm: Natur och Kultur.
Hedefalk, M (2014). Förskola för hållbar utveckling. Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling. Acta Universitatis Upsaliensis. Uppsala universitet.
Jóhannesson, Ingólfur Ágúst; Norðdahl, Kristín; Óskarsdóttir, Gunnhildur; Pálsdóttir, Auður & Pétursdóttir, Björg (2011): Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research 17(3), 375–391
Kvale, S. & Brinkman, S. (2017). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.
Olsson, D., Gericke, N. & Chang Rundgren, S. N. (2015). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research, 1-27. doi:10.1080/13504622.2015.1005057
Sageidet, Barbara Maria (2014): Norwegian perspectives on ECEfS: What has developed since the Brundtland Report? I Julie Davis & Sue Elliott, red: Research in Early Childhood Education for Sustainability. International Perspectives and Provocations, s 112–124. New York: Routledge.
Salonen, A O., Tast, S. (2013). Finnish Early Childhood Educators and Sustainable Development. Journal of Sustainable Development, Vol. 6(2). 01/2013. 70-85. doi:10.5539/jsd.v6n2p70
Ärlemalm-Hagsér, E. (2012). Lärande för hållbar utveckling i förskolan: Kunskapsinnehåll, delaktighet och aktörskap kommunicerat i text. Tidsskrift for Nordisk barnehageforskning, 5.
Öhman, J. (2008). Environmental Ethics and Democratic Responsibility - A pluralistic approach to ESD. In J. Öhman (Ed.), Values and democracy in education for sustainable development contributions from Swedish research (pp. 1732). Stockholm: Liber.
2020.
Inquiry as a Bridge between Theory and Practice in Teaching and Teacher Education