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Investigating Early Childhood Teachers’ Understandings of and Practices in Education for Sustainability in Queensland: A Japan-Australia Research Collaboration

Published online by Cambridge University Press:  03 March 2016

Michiko Inoue ,
Lyndal O'Gorman  and
Julie Davis
Michiko Inoue
Affiliation:
School of Early Childhood, Osaka Ohtani University, Tondabayashi, Osaka, Japan
Lyndal O'Gorman
Affiliation:
School of Early Childhood, Queensland University of Technology, Brisbane, Queensland, Australia
Julie Davis*
Affiliation:
School of Early Childhood, Queensland University of Technology, Brisbane, Queensland, Australia
*
Address for correspondence: Julie Davis, School of Early Childhood, Queensland University of Technology, Victoria Park Road, Kelvin Grove QLD 4059. Australia. Email: [email protected]
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Abstract

In a study undertaken in Queensland, Australia, analysis of a survey that included both qualitative and quantitative questions revealed that, like their Japanese counterparts, early childhood teachers do not have well-developed ideas and practices in education for sustainability (EfS). Instead, they mainly practise traditional nature-based activities, such as gardening or playing outdoors, and teaching about resource conservation through books, posters or fact sheets. Teachers’ understandings of nature education, environmental education, and education for sustainability seem to influence their educational practices. Deeper understandings about sustainability are necessary to extend beyond such traditional practices. Even though national curriculum frameworks and guidelines point to the importance of sustainability within early childhood curriculum, these appear to be insufficient in strengthening early childhood teachers’ ideas of sustainability and how to practise it effectively. We suggest that it would be beneficial for early childhood teachers, both preservice and inservice, to have professional development opportunities that build deeper understandings of sustainability and its implementation in their settings.

Keywords

early childhood educationeducation for sustainabilitysustainabilityteaching practicessurveypreschool teachersearly childhood services
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 32 , Issue 2 , July 2016 , pp. 174 - 191
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Copyright
Copyright © The Author(s) 2016 

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