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

Ann-Christin Furu, Lili-Ann Wolff, Liisa Suomela

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Abstrakti

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.
Alkuperäiskieliruotsi
LehtiUtbildning och demokrati : tidskrift för didaktik och utbildningspolitik
Vuosikerta27
Numero2
Sivut60-80
Sivumäärä21
ISSN1102-6472
TilaJulkaistu - jouluk. 2018
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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