Abstract
The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education teachers across various institutions work under a collaborative action-research model for an entire year that is focussed on the following: (1) the institution’s water, solid waste, and energy management; (2) the planning of innovative activities related to water, solid waste, and energy, and; (3) participation in transformative actions that involve families and impact their neighbourhoods. The experience enables the building of a theoretical model of teacher training aimed at acquiring action skills from a comprehensive perspective of triple helix environmental literacy (management, research/innovation, and teaching) that affects their commitments to the management of environmental resources, the eco-auditing of their eco-school, the curricular greening of activities, the renewal of educational programs, and the implementation of an action-research focussed on aspects related to sustainability.
Highlights
This paper highlights the strengths of a model of curricular innovation and teacher training aimed at the training of teachers in various early childhood educational centres.Two teams of teachers work throughout an entire academic year from a collaborative action-research methodological framework
The data provided by the evaluation scale on the environmentalisation of early childhood education centres and their commitment to sustainability (Phase 4) have allowed us to evaluate the impact of the model of teacher education and training on sustainability, which has been presented throughout this document, since it offers information on the degree of satisfaction that early childhood education teachers have after the implementation of the Collaborative Action Research (CAR) program with respect to the categories of analysis, from a general perspective
We find cluster #1, which groups the subcategories related to the sustainable management of the centre, which the subjects show moderate satisfaction with, as we can see in Figure 28, where the measures of central tendency show us that water and waste material have Me = 3.00 and energy has
Summary
This paper highlights the strengths of a model of curricular innovation and teacher training aimed at the training of teachers in various early childhood educational centres. Two teams of teachers (university academics and early childhood education teachers) work throughout an entire academic year from a collaborative action-research methodological framework. The acquisition of action competencies in the sustainable management and leadership of the centre, curricular greening, and action-research is evaluated. Childhood education teachers from across a network of institutions audit the environmental dimensions of their centres, adopt sustainable measures, and consolidate an understanding of their strengths and weaknesses. The work is enriched by the participation of teachers from different centres in this training experience, those interested in incorporating Education for Sustainability (EfS) as an activity of curricular innovation and for the environmental management of their schools
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