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Education for sustainability in the context of Swedish preschool

Författare och institution:
Anne Kultti (Institutionen för pedagogik, kommunikation och lärande); Eva Ärlemalm-Hagsér (-); Jonna Larsson (Institutionen för pedagogik, kommunikation och lärande); Ingrid Pramling Samuelsson (Institutionen för pedagogik, kommunikation och lärande)
Publicerad i:
J. Siraj-Blatchford, E. Park and C. Mogharreban (Eds.). International Research on Education for Sustainable Development in Early Years,
Kapitel, refereegranskat
Dordrecht, Holland
Sammanfattning (abstract):
The focus of this chapter is how to promote education for sustainability (EfS) in the context of Swedish preschool. The aim is to contribute to developing and refining the instrument, ERS-SDEC (see the introduction chapter), through experiences in the Swedish preschool context. We also aim to contribute to knowledge about current work with EfS in this context. ERS-SDEC is taken as a starting point in observations and discussions in preschool settings, together with teachers. The analyses implicate that as a measuring tool, the strength of the rating scale is to provide a formative evaluation tool to assist research and to measure and improve the quality of EfS in the context of Swedish preschool. The experience the Swedish study provides is how the discussion between practitioners and researchers mediated by the tool is a very important part of how the tool should and could be used. Furthermore, the analyses imply that the major challenges for teachers concern i) transformative whole institution approaches, and ii) the inter-connectedness of ecological, social and economic sustainability. A conclusion on the basis of the Swedish case is that there is a long way to go before EfS is an aspect of each and every preschool practice.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
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Postens nummer:
Posten skapad:
2016-09-22 11:33
Posten ändrad:
2016-09-22 11:45

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