Student Preschool Teachers’ Views about the Pedagogical Context of Sustainable Kindergarten

(University of the Aegean, Greece)

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 was the principles that are included in the concept of pedagogical context of sustainable kindergarten. The population of the study was 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. The results of the survey show that the higher percentage of students has understood neither the interdisciplinary approach of knowledge nor the systemic approach. However, they recognize the importance of experiential learning, critical thinking, and creativity. Moreover, it appears that they distinguish the values of sustainability, but they do not realize the importance of utilizing local knowledge. They agree with the use of multiple methods in the pedagogical process and they regard students’ participation in the design of educational activities, as well as in the evaluation as positive. Finally, they agree with the participation of students in decision-making about sustainable kindergarten.