Peer-reviewed research2017–2026 update
Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability
The abstract gives background on Education for Sustainability in early childhood and points to teacher education as one way to address it. It does not state the study's aim, method or findings.
What's new
The abstract notes that the benefits of beginning Education for Sustainability (EfS) in early childhood are widely documented. With teacher support, young children have shown they are capable of becoming active citizens through sustainability practices. It states that, until recently, EfS was not widespread in the early childhood sector in Aotearoa New Zealand. It suggests that teacher education institutions can help by preparing students to teach EfS. The abstract does not describe the study's method or findings.
Why it matters in Aotearoa
How well initial teacher education prepares early childhood teachers for EfS may affect whether sustainability learning happens in services across Aotearoa.
Putting it into practice
Early childhood leaders could check how new graduates feel about teaching EfS and plan mentoring or professional learning where needed.
How strong is the evidence
The evidence cannot be judged from the abstract, which gives no method, sample or results.
What to read
The full article, for the method and findings that the abstract leaves out.