From Theory to Practice: Empowering Preschool Teachers for Sustainability Via Pedagogical Systems Theory Based Professional Development

This mixed method study examined the effects of professional development training on preschool teachers' views and practices related to sustainability within the systems of the General Systems Model of Pedagogical Systems Theory. The study involved ten Turkish preschool teachers who participated in the training. Data were collected through pre- and post-interviews, the Preschool Teachers' Practices for Sustainability Scale, classroom implementation videos, and reflective learning diaries. Additionally, the Questionnaire of Teachers' Current Sustainability Situations was administered to fifty preschool teachers during the development phase of the professional development content. The findings indicate that the training transformed teachers' views on sustainability by enhancing their understanding of the interconnected systems (worldviews, human being, knowledge, society, and education). The professional development also supported teachers in implementing education for sustainability practices that consider the environmental, economic, and sociocultural dimensions of sustainability. The study emphasizes the cultural adaptability of the theory and highlights the potential of Pedagogical Systems Theory based professional development to support preschool teachers in incorporating sustainability into their educational practices. The results provide valuable insights for educators and policymakers interested in integrating sustainability into early childhood education.

Dergi

EARLY CHILDHOOD EDUCATION JOURNAL

Yıl

2025

ISSN

1082-3301

eISSN

1573-1707

DOI

10.1007/s10643-025-02086-4

WoS UID

WOS:001631444100001