Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum - Journal of Educational Research and Practice 2022 Vol. 31 (2)

Oct 15, 2026

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Study explores early childhood education pre-service teachers’ (ECEPTs) understanding and pedagogical application of education for sustainability (EfS) through critical analysis of EfS implementation during practicum. A multiple case study across two purposefully distinct universities uses content analysis of 22 practicum activity plans and individual interviews with 14 participants. Results show negligible differences between universities in EfS activity quality and quantity, shaped by mentor teachers’ and academic mentors’ stances, alongside the absence of a whole-institution approach.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

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Abstract

Introduction

Theoretical Background

Implementation of Education for Sustainability in Turkish Pre-Service Teachers’Practicum A journal of educational research and practice 2022 Vol. 31 (2) 17−39 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Şule Alici1* , Havva Ayça Alan2 1 Kirsehir Ahi Evran University 2 Middle East Technical University Abstract In this study, we explored early childhood education pre-service teachers ’ (ECEPTs ’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challengesand critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities) . The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors ’ and mentor teachers ’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level. Keywords: education for sustainability, pre-service teacher education, early childhood education, critical theory * [alicisule@gmail.com](alicisule@gmail.com) Introduction Although some media embolden people to perceive ecological concerns as mere myth , the Earth ’s problems are real and point to a need for critical change. We argue that people should be aware of their collective impact on the biosphere; essentially, their doings are “disrupting the functioning of the Earth as a complex, dynamic, ever-evolving totality comprised of myriad interlocking processes” (Hamilton, 201 7, p. viii) . When we consider that the global population will reach 9.6 billion in the 2050s, resource consumption and degradation of ecosystems will accelerate dramatically due to increases in supply and demand (Davis, 2017) . Such degradation is interlocked with climate change; for instance, we faced unexpected natural events in Turkey last year , including a sandstorm in one of the capital city ’s suburbs. In this increasingly dire context, an agenda for change is required for sustainability—“development that meets the needs of the present without compromising the ability of future generations to meet their needs” (World Commission on Environment and Development [WCED], 1987, p. 43) . As an agent for transformative change towards sustainability, education for sustainability (EfS) encompasses pedagogies that are “holistic, experiential, critically-reflective, collaborative, problem-based, systemic and participatory” (Davis & Elliott , 2014, p. 9) . Education has long influenced agendas, with early childhood education (ECE) playing a crucial role in changing“frames of mind” that impact thoughts, decisions, and actions from an early age (Elliott, 2010) . As proposed by UNESCO during its Decade of Education for Sustainable Development (2005- 2014; DESD) initiative , change could be accomplished with more renovative, effective, and transformative teaching and learning practices. Transformation is a cornerstone of critical education and also essential to the current Sustainable Development Goals (SDGs; UNESCO, 2017a) . Based on SDG 4 (Quality Education) , teacher education plays a vital role as a change agent for enacting transformative teaching and learning practices. In this paper, we focus o

FAQs

What is the focus of this study on ECEPTs’ practicum?

The study examines ECEPTs’ understanding and pedagogical application of education for sustainability (EfS) by critically analyzing how EfS is implemented during their practicum.

How was data collected and analyzed?

The research used a multiple case study with two universities. It included content analysis of 22 practicum activity plans and individual interviews with ECEPTs about the plans and their implications.

What factors influenced ECEPTs during workplace-based learning?

The study reports that academic mentors’ and mentor teachers’ stances influenced ECEPTs positively or negatively during workplace-based learning.

Oct 15, 2026

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