Mellan det globala och lokala – förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan

In previous studies on teacher education, student teachers and sustainability education, it has been found that there is a great need for more knowledge in higher education within the pedagogical field. Moreover, further studies are needed focused on problematizing how preschool teacher students understand and manage education for sustainable development. Such teaching can go beyond an environmental/scientific discourse through the integration of multiple dimensions of sustainability. The present study addresses this need by studying how preschool teacher students describe education for sustainable development and how global and local sustainability issues may emerge in preschool contexts. Furthermore, sustainable development is understood as a knowledge base that enable children to understand the world and develop their creativity and curiosity, and that they, in the future, like the intentions in STEM (Science, Technology, Engineering and Mathematics) education, will be able to engage or grapple with complex issues. The study is based on a critical theoretical approach and its method is critical text analysis. The empirical basis consists of nineteen essays written by preschool teacher students.

Abstract licence: CC BY

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