STUDENT PRESCHOOL TEACHERS' VIEWS ABOUT THE PEDAGOGICAL CONTEXT OF SUSTAINABLE KINDERGARTEN

Vasileios Papavasileiou­¹*, Eleni Nikolaou², Yota Xanthacou³, Ioannis Papadomarkakis⁴, Dimitrios Matzanos⁵, Maria Kaila^6
1Assist. Prof. Dr., University of the Aegean, D.S.P.E.E.D., Greece, vpapavasileiou@rhodes.aegean.gr
²Lecturer Dr., University of the Aegean, D.S.P.E.E.D., Greece, enikolaou@rhodes.aegean.gr
³Prof. Dr., University of the Aegean, D.S.P.E.E.D., Greece, xanthakou@rhodes.aegean.gr
⁴Dr., University of the Aegean, D.S.P.E.E.D., Greece, papadomarkakis@rhodes.aegean.gr
⁵Dr., University of the Aegean, D.S.P.E.E.D., Greece, matzanos@rhodes.aegean.gr
⁶Prof., Dr., University of the Aegean, D.S.P.E.E.D Greece, kaila@rhodes.aegean.gr
*Corresponding author

Abstract
The aim of the present research is to explore student preschool teachers' views about the pedagogical context of sustainable kindergarten. This research was conducted in February to March, 2014. Case study was selected as the main research method. The axis of this research were the principles that are included in the concept of pedagogical context of sustainable kindergarten: subject based approach, experiential learning, orientation to values, critical thinking, systemic thinking, creative thinking, knowledge of local community, cooperativeness, participation in democratic procedures-ability for action and multiple methods-techniques. The population of the study were the students of the Department of Preschool Education and Educational Design of the University of Aegean in Rhodes. The selection of the sample was based on random sampling.

Research findings show that the highest percentage of students has not understood the cross-curricular approach of knowledge, whereas they agree with the view that experiential learning encourages students to active participation through planned actions that have educational value. The majority of students seem to have understood that the development of critical value and creativity are very important in the context of sustainable kindergarten. However, they have not understood systemic thinking. Moreover, result findings indicate that they value sustainability, but they do not perceive the importance of utilizing the knowledge of local community in the context of globalization. The majority of the sample agrees that the design of educational activities in the context of education for sustainable development is developed by the cooperation between teachers and students. In addition, a lower percentage of the students argue that the evaluation of education activities is shaped by the cooperation between teachers and students. Furthermore, the highest percentage of the sample agrees with the participation of students in decision making about sustainable kindergarten. Finally, the majority of the students states that they agree with the utilization of multiple methods in the pedagogical process, whereas, when they were asked about the ethical dilemma, they were cautious whether it is the proper method for sustainable kindergarten.

Keywords: Preschool education, Sustainable kindergarten, Pedagogical context