ABSTRACT
In this chapter, the Turkish teacher education system for training early childhood education (ECE) teachers is considered. Framed as a Deliberative Policy Analysis (Hajer & Wagenaar, 2003) with a particular focus on Education for Sustainable Development (ESD), both the policy and practice of preservice and in-service teacher education are examined in light of values and ideologies, professional standards/competencies, curriculum and pedagogy, and the role of the third sector (e.g. NGOs and universities). Further, Turkey’s overall ESD position and initiatives promoting teachers’ knowledge, awareness, and attitudes around ESD are elucidated. The varied roles of government and non-governmental institutions (NGOs), as well as universities and academics, in promoting ESD are examined here alongside current research initiatives. The chapter concludes with future directions about how governmental institutions and NGOs have the potential to create and implement effective ESD professional development targeting teachers’ needs. Additionally, advice is offered as to how teachers could be encouraged to play a more active role in designing and conducting projects/practices and other initiatives with more robust ESD understandings to inform their daily teaching roles. Further studies about early childhood teacher education research are shared in Chapters 9 and 10 of this volume.
