Premisser för hållbarhet i den finländska utbildningen av lärare inom småbarnspedagogik: En kritisk granskning av visioner och verklighet.

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Premises for sustainability in Finnish early childhood teacher education – from vision to implementation

Finnish Early Childhood Education and Care (ECEC) should, according to national policy documents and curricula, promote sustainable development and a sustainable life style. Early childhood educators play a key role in implementing strategies of sustainability in ECEC. This implies that sustainability should have a prominent position in early childhood teacher education. However, this is not the case. The aim of this article is to present how sustainability is formulated in Finnish policy documents as well as the premises for sustainability education in early childhood teacher education. Methodologically the study builds on a triangulation of three types of research material; national policy documents, a study of student teachers’ understanding of the concept of sustainable development, and a survey concerning courses on sustainability in early childhood teacher education. The results show a discrepancy between the vision and implementation of sustainability in Finnish early childhood teacher education. Based upon the study’s findings, we discuss how sustainability could be reinforced in early childhood teacher education.
Original languageSwedish
JournalUtbildning och demokrati : tidskrift för didaktik och utbildningspolitik
Volume27
Issue number2
Pages (from-to)60-80
Number of pages21
ISSN1102-6472
Publication statusPublished - Dec 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

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title = "Premisser f{\"o}r h{\aa}llbarhet i den finl{\"a}ndska utbildningen av l{\"a}rare inom sm{\aa}barnspedagogik: En kritisk granskning av visioner och verklighet.",
abstract = "Premises for sustainability in Finnish early childhood teacher education – from vision to implementationFinnish Early Childhood Education and Care (ECEC) should, according to national policy documents and curricula, promote sustainable development and a sustainable life style. Early childhood educators play a key role in implementing strategies of sustainability in ECEC. This implies that sustainability should have a prominent position in early childhood teacher education. However, this is not the case. The aim of this article is to present how sustainability is formulated in Finnish policy documents as well as the premises for sustainability education in early childhood teacher education. Methodologically the study builds on a triangulation of three types of research material; national policy documents, a study of student teachers’ understanding of the concept of sustainable development, and a survey concerning courses on sustainability in early childhood teacher education. The results show a discrepancy between the vision and implementation of sustainability in Finnish early childhood teacher education. Based upon the study’s findings, we discuss how sustainability could be reinforced in early childhood teacher education.",
keywords = "516 Pedagogik",
author = "Ann-Christin Furu and Lili-Ann Wolff and Liisa Suomela",
year = "2018",
month = "12",
language = "svenska",
volume = "27",
pages = "60--80",
journal = "Utbildning och demokrati : tidskrift f{\"o}r didaktik och utbildningspolitik",
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TY - JOUR

T1 - Premisser för hållbarhet i den finländska utbildningen av lärare inom småbarnspedagogik

T2 - En kritisk granskning av visioner och verklighet.

AU - Furu, Ann-Christin

AU - Wolff, Lili-Ann

AU - Suomela, Liisa

PY - 2018/12

Y1 - 2018/12

N2 - Premises for sustainability in Finnish early childhood teacher education – from vision to implementationFinnish Early Childhood Education and Care (ECEC) should, according to national policy documents and curricula, promote sustainable development and a sustainable life style. Early childhood educators play a key role in implementing strategies of sustainability in ECEC. This implies that sustainability should have a prominent position in early childhood teacher education. However, this is not the case. The aim of this article is to present how sustainability is formulated in Finnish policy documents as well as the premises for sustainability education in early childhood teacher education. Methodologically the study builds on a triangulation of three types of research material; national policy documents, a study of student teachers’ understanding of the concept of sustainable development, and a survey concerning courses on sustainability in early childhood teacher education. The results show a discrepancy between the vision and implementation of sustainability in Finnish early childhood teacher education. Based upon the study’s findings, we discuss how sustainability could be reinforced in early childhood teacher education.

AB - Premises for sustainability in Finnish early childhood teacher education – from vision to implementationFinnish Early Childhood Education and Care (ECEC) should, according to national policy documents and curricula, promote sustainable development and a sustainable life style. Early childhood educators play a key role in implementing strategies of sustainability in ECEC. This implies that sustainability should have a prominent position in early childhood teacher education. However, this is not the case. The aim of this article is to present how sustainability is formulated in Finnish policy documents as well as the premises for sustainability education in early childhood teacher education. Methodologically the study builds on a triangulation of three types of research material; national policy documents, a study of student teachers’ understanding of the concept of sustainable development, and a survey concerning courses on sustainability in early childhood teacher education. The results show a discrepancy between the vision and implementation of sustainability in Finnish early childhood teacher education. Based upon the study’s findings, we discuss how sustainability could be reinforced in early childhood teacher education.

KW - 516 Pedagogik

M3 - Artikel

VL - 27

SP - 60

EP - 80

JO - Utbildning och demokrati : tidskrift för didaktik och utbildningspolitik

JF - Utbildning och demokrati : tidskrift för didaktik och utbildningspolitik

SN - 1102-6472

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ER -