Tinney, Glenda (2013) Perceptions and understanding of Education for Sustainable Development and Global Citizenship (ESDGC) by teachers and teacher trainees and the opportunities and challenges of integrating ESDGC into early childhood learning within the Foundation Phase. Masters thesis, University of Wales Trinity Saint David.
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Abstract
ESDGC is a statutory component of the Welsh primary school curriculum and is influenced by the ethos of Education for Sustainable Development (ESD) and international and national policy to create a more sustainable society. This research presents an extensive review of literature linked to Sustainable Development, ESD, ESDGC development in Wales and the relevance to young children. The primary research presented involved conducting questionnaires and structured interviews with teachers, 3rd year teacher trainees and experts from organisations with ESDGC expertise. There was also a snapshot made of resources for teachers on the websites of ESDGC linked organisations. The data collected was on the whole qualitative and was an exploratory interpretive study to understand how teachers and trainees interpreted ESDGC, how they included this in their teaching and learning, and the benefits and challenges they associated with this agenda. Teachers and organisational experts also provided insights into the specific issues encountered when engaging young children within the Foundation Phase with ESDGC. On the whole teachers and trainees were positive regarding ESDGC and several participants highlighted the holistic interconnected nature of the subject. However there was a tendency in some of the trainees’ answers to highlight environmental management rather than the social and economic aspects of ESDGC. Key issues highlighted in the research were the teachers and trainees requirement for more resourcing and training within ESDGC. Concerns were also highlighted about having sufficient time to include ESDGC within the school curriculum and recognising where to include ESDGC issues. Some participants also were concerned that this area of work may be too complicated or sensitive for young children. Experts questioned saw strong links between ESDGC and young children’s learning, and some focused on the importance of outdoor learning which was also prominent in teachers’ answers. Some experts highlighted the benefits of sharing good practice and being able to learn from early childhood teachers about delivering ESDGC with younger children The research recommends that experts, trainees and teachers would benefit from opportunities to share their knowledge and understanding of ESDGC and early childhood pedagogy with a view to being mutually beneficial.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | early years education, early childhood education, foundation phase, sustainable development, global citizenship, outdoor learning, |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Theses and Dissertations > Masters Dissertations |
| Related URLs: | |
| Depositing User: | Glenda Tinney |
| Date Deposited: | 28 Jun 2021 10:16 |
| Last Modified: | 27 Aug 2024 13:27 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/1718 |
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