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Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning

  • Şebnem FeriverEmail author
  • Refika Olgan
  • Gaye Teksöz
Living reference work entry

Abstract

The central role of education in creating a more sustainable future has been already recognized by educators and policy-makers alike. This chapter argues that this can only be truly achieved through the efforts of teachers in implementing an “education of a different kind,” a general educational shift that seeks to encompass a converging transformation of the priorities and mindsets of education professionals. In this regard, the professional preparation of teachers, as the leading actors in shaping children’s learning processes, and their continuous professional development are vital considerations for Education for Sustainable Development (ESD) to be successfully achieved. Linking transformative learning and ESD has emerged as a distinct and useful pedagogy because they both support the process of critically examining habits of mind, then revising these habits and acting upon the revised point of view. This study aims to describe and evaluate the potential of transformative learning in innovating mainstream education toward sustainability by focusing on the role of critical reflection in a capacity building research project realized in Turkey. The data was gathered from 24 early childhood educators using a mixed-method research design involving learning diaries, a learning activities survey, and follow-up interviews. This chapter identified content, context, and application method of the in-service training as factors that have contributed to the reflective practices of the participants. In addition, presenting the implications regarding the individual differences in how learners engage in critical reflection practices, this research offers a framework for a content- and process-based approach derived from Mezirow’s conception of critical reflection.

Keywords

Transformative learning Education for sustainable development Early childhood education Critical reflection In-service teacher training 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Faculty of Education, Department of Elementary and Early Childhood EducationMiddle East Technical UniversityAnkaraTurkey
  2. 2.Faculty of Education, Department of Mathematics and Science EducationMiddle East Technical UniversityAnkaraTurkey

Section editors and affiliations

  • Konrad Morgan
    • 1
  • Kaushal Kumar Bhagat
    • 2
  • Şebnem Feriver
    • 3
  1. 1.EduvateHavantUK
  2. 2.Centre for Educational TechnologyIndian Institute of Technology, KharagpurKharagpurIndia
  3. 3.Department of Elementary and Early Childhood EducationMiddle East Technical UniversityAnkaraTurkey

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