Critical literacy for sustainable consumption in early childhood education context: Pre-service teachers’ experiences

Date

2025-5

Author

Alan, Havva Ayça

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This study aimed to investigate early childhood education teacher candidates’ experiences of Professional Development Training (PDT) which is designed to inform them about sustainable consumption via critical literacy during their practice teaching. This investigation included understandings and practices of teacher candidates as citizens and as teachers. Among qualitative research designs case study approach is employed in the present study. It was a single case study conducted in the context of a public university with a green campus in Turkey. The participants of the study were six senior students of the early childhood education undergraduate program who volunteered and received PDT. Data reflecting the experiences of teacher candidates in terms of understanding and practice were collected through pre- and post-interviews before and after PDT, and document analysis of reflective journals and activity plans after PDT. The findings of the study indicated that teacher candidates' understandings of sustainable consumption were enhanced both in the citizen role and the educator role, and teacher candidates engaged in deepened critical reflection and informed action in their daily practice and teaching practice regarding sustainable consumption in response to PDT.

Subject Keywords

Early Childhood Education, Sustainable Consumption, Critical Literacy, Pre-service Teachers, Professional Development Training

URI

https://hdl.handle.net/11511/114543

Collections

Graduate School of Social Sciences, Thesis