An International Comparison of Early Childhood Educators' Understandings and Practices in Education for Sustainability in Japan, Australia, and Korea

Autor/inn/en	Inoue, Michiko; O'Gorman, Lyndal; Davis, Julie; Ji, Okjong
Titel	An International Comparison of Early Childhood Educators' Understandings and Practices in Education for Sustainability in Japan, Australia, and Korea
Quelle	In: International Journal of Early Childhood, 49 (2017) 3, S.353-373 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Gorman, Lyndal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-017-0205-5
Schlagwörter	Foreign Countries; Comparative Education; Educational Practices; Sustainability; Teacher Attitudes; Educational Policy; Curriculum; Traditionalism; Outdoor Education; Gardening; Play; Environmental Education; Conservation Education; Faculty Development; Japan; Australia; South Korea + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Bildungspraxis; Nachhaltigkeit; Lehrerverhalten; Politics of education; Bildungspolitik; Curricula; Lehrplan; Rahmenplan; Traditionalismus; Freiluftunterricht; Gartenarbeit; Spiel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Australien; Korea; Republik
Abstract	This research provides a comparative analysis of survey data from practitioners in Japan, Australia, and Korea on their practices for early childhood education for sustainability (ECEfS). These data were previously reported for each specific country. In these analyses, educators' conceptual understandings and pedagogical practices relating to ECEfS are explored. Many of the pedagogical practices that are evident in each national context are guided by country-specific policies, educational systems, and curriculum guidelines. Overall, the respondents from the three countries reported that they practised traditional nature-based activities extensively, such as gardening and playing outdoors, and educators taught intentionally about nature. Australian and Korean educators prioritised pedagogies relating to resource conservation and environmental issues, while Japanese educators' survey responses indicated a reluctance to focus on these aspects of sustainability. The introduction of national guidelines is important as a driver to enhance educators' understandings about sustainability within specific countries. A key recommendation is the need for targeted strategies for professional development in order to deepen educators' understandings and improve practices for sustainability in early childhood programs. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01