Abstract
Quality education is one of the United Nations’ 17 Sustainable Development Goals (SDGs) as set out in Agenda 2030. These goals are designed to foster peace and preserve the planet. Education, in all contexts, plays a contributing role in meeting the targets set out in each goal. Higher education institutions are well positioned to instil skills and knowledge about the Sustainable Development Goals (SDGs) in student teachers. In turn, they will pass their knowledge and skills on to learners both inside and outside the classroom. During the early childhood education (ECE) phase, children are receptive to information, modelled behaviour and perceptions. Their actions are shaped by what they are taught and the examples set by their teachers. It is therefore important that we expand the literature on how early childhood teacher educators’ behaviour and interpersonal skills are presented to promote quality education (SDG4). This study is guided by UNESCO’s model of people, processes, places and principles, also referred to as the “Happy Schools” framework. The aim of this global initiative is to promote well-being, education and adaptability by creating healthy and balanced teaching and learning environments.
As ECE teacher educators have a responsibility to set an example through their behaviour and to teach knowledge in line with the SDGs, I want to explore how ECE teacher educators’ behaviour is presented in line with, and how it contributes to the promotion of SDGs with a focus on quality education (SDG4). This study is guided by the exploration of teacher educator- colleague and teacher educator- student relationships in different higher education contexts. The research question that emerges from the literature is as follows: How do ECE teacher educators’ interpersonal relationships and behaviour present in terms of promoting quality education (SDG4) at departmental level, during student supervision and in classroom practice?
To answer the research question, exploratory, qualitative, Innsbruck-vignette research is used, which is based on phenomenological principles. ECE teacher educators (n = 3) were observed in different higher education contexts. The participants, who were all female, were informed about the theme and purpose of the study and signed a consent form in advance. They were made aware that their participation is voluntary and anonymous. Pseudonyms were used in the vignettes to protect the participants’ identity. The participants were informed that they could withdraw from the study at any time. The observations were undertaken without any intention or preconceived ideas of what would be captured during the vignettes. Initial drafts of the vignettes were refined over time before the final vignettes underwent a rigorous validation process. The vignettes provide a literary depiction of what occurs at a particular moment in the higher education context, without the researcher’s own interpretation being added.
Five final vignettes are presented: three at departmental level, one from a supervision session, and one from the classroom context. The vignettes are discussed and integrated into UNESCO’s model of people, processes, places and principles. In terms of people, it is assumed that teacher educator-colleague relationships precede teacher educator-student relationships, therefore teacher educator-colleague relationships are emphasised.
At departmental level, meetings can be divided into formal and informal conversations. While formal conversations promote professional collaboration, informal conversations can potentially strengthen relationships within the department. In-person meetings, which provide the opportunity for unplanned, informal conversations, can contribute to strengthen relationships. During informal conversations, colleagues’ strengths can be highlighted, they can empower each other, while respect for personal and intercultural differences is maintained. However, it is also important to consider the complexity of these relationships, as each person enters the workplace with their own personal and professional experiences and perceptions. Making the necessary adjustments to accommodate others, strengthens relationships and quality education. In the classroom, adjustments may involve a teacher educator modifying lesson plans to accommodate students who have questions or to allow for extended discussion of a previously covered topic. To promote quality education, relationships within the higher education institution can thus be based on empowerment and adaptability to consider the needs of others. Furthermore, attention can be given to include and respect other people regardless of their background, needs, or preferences.
Processes refer to the steps and resources used to provide quality education. This includes collaboration and engagement, which are closely related to the people involved in the process, as discussed in the previous section. In this section, the focus is therefore more on the tools and resources that educators use to provide quality education. From the vignettes, we can also see that various resources are put to work to ensure the functioning of the ECE higher education department. Within the South African ECE context, different approaches and resources are used, including the use of technology during one-on-one supervision sessions and during lectures.
Infrastructure can play a role in the positioning of, for example, the resources, the teacher educator and students within the learning environment to create an appropriate learning space. Although the settings, as highlighted in the vignettes, are generic, it is essential to mention that, beyond the building and furniture, the atmosphere should be suitable for both formal and informal meetings. Furthermore, the same space can be used for professional and casual conversations, providing the opportunity to strengthen interpersonal relationships on various levels. The vignettes specifically illustrate how giving compliments can foster empowerment, and how effectively using resources can support this.
Modelling the above skills and behaviours through teacher education can serve as an example for student teachers. They can repeat the same behaviour of adaptability, empowerment and healthy interpersonal relationships, as well as the use of resources within their classroom practices. From a phenomenological perspective, there is a strong reliance on creating positive experiences within ECE higher education departments that can contribute to well-being (SDG3) and quality education (SDG4).
This study may contribute to the understanding of the ways in which interpersonal relationships, inclusion, adaptability and empowerment can manifest within ECE higher education contexts. Furthermore, it may lead to the promotion of quality education within ECE higher education departments. Although this is a small-scale exploratory study, it highlights how educators’ behaviour contributes to the promotion of quality education within the South African context.
Keywords: adaptability; early childhood education; empowerment; inclusion; quality education; Sustainable Development Goals
- This article’s featured image was created by Thanakorn Lappattaranan and obtained from Vecteezy.