Citizens of countries with the highest education levels also tend to have the largest carbon footprints. Sustainability researchers have pointed out this irony by highlighting the fact that traditional education does not necessarily equate with sustainable lifestyles. In an effort to start sustainability education as early as possible, many preschool teachers have started implementing lessons on environmental issues. At this age, preschool students' perceptions of sustainability are most influenced by their teachers, so it is important for teachers to be effective with their instructional methods. In this study, the authors analyze a form of nontraditional sustainability education for preschool teachers in Turkey.
The purpose of this study was to evaluate a teacher training program for early childhood sustainability educators to figure out how teachers could develop a “learning experience of a different kind.” The focus of the program was on transformative learning, a nontraditional form of education where participants learn new ways of thinking through reflection on their current beliefs and ideologies. 24 early childhood educators at public schools in Turkey took part in the training. The program consisted of one week of workshop trainings on education for sustainability.
Researchers collected data via three different methods: a learning activities survey, learning diaries, and interviews with the participants. Quantitative and qualitative information was collected regarding the participants' experiences in the training workshops and potential causes of perspective changes due to the workshops. Interview data was coded using qualitative analytical software. Survey data on different stages of learning was coded against a standardized framework for transformative learning.
Results showed that the training was successful in leading participants to question their belief systems about their social roles and environmental behaviors. Through self-reflection and questioning of their former beliefs, participants began taking on new perspectives about sustainability. After the training ended, all participants stated that they had plans to take on new roles and behaviors in relation to environmental action and sustainability education. Results also showed that participants felt significantly more autonomous and empowered after the training.
The duration of the teacher training program was a limitation for this study. Because the training was only one week, there was not enough time for researchers to observe the integration of the teachers' new perspectives into their daily lives. The study was also limited by the fact that categorizing the levels of transformative learning into concrete stages is somewhat subjective. Even though the researchers coded learning stages of the participants using an established standardized framework, there was still some difference in opinion involved in the coding.
The authors conclude by noting that early childhood teachers, especially those in Turkey, do not receive enough training in sustainability education and transformative learning. They recommend that educational systems set aside more space and time to help teachers develop skills to deliver transformative learning experiences.
The Bottom Line
Traditional forms of sustainability education often do not allow for critical thinking and self-reflection. This study evaluated a teacher training program where early childhood educators learned a framework for sustainability education that involved transformative learning. Results showed that the teachers participating in the training program developed new perspectives and ideas about their environmental behaviors through questioning of their former beliefs. While all the participants stated that they planned to make changes in regards to their roles as sustainability educators, the duration of the study was too short to observe any long-term changes. The authors recommend that schools allow time for teachers to participate in more long-term trainings on transformative learning.