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Empathy, Reconciliation, and Sustainability Action: An Evaluation of a Three-Year Community of Practice with Early Educators

Author

Listed:
  • Julie Ernst

    (College of Education and Human Service Professions, University of Minnesota Duluth, Duluth, MN 55812, USA)

  • Claire Underwood

    (Arlitt Center for Education, Research & Sustainability, University of Cincinnati, Cincinnati, OH 45221, USA)

  • Thelma Nayquonabe

    (Lac Courte Oreilles, Hayward, WI 54843, USA)

Abstract

Early childhood educators are integral to shaping the knowledge, values, skills, and behaviors of young children, which in turn contribute to a more sustainable future. This qualitative evaluation reports on a three-year community of practice of 15 early educators focusing on land-based pedagogy in early education for sustainability contexts. Findings suggest participation influenced educators’ dispositions, knowledge, and teaching practices (their ways of being, knowing, and doing). Educators also provided insight into elements that made this form of professional learning impactful. We offer reflections regarding the use of the community of practice approach, stemming from these findings, which may be useful for other providers in their efforts to plan, implement, and evaluate professional learning for early education for sustainability in culturally responsive and sustaining ways.

Suggested Citation

  • Julie Ernst & Claire Underwood & Thelma Nayquonabe, 2025. "Empathy, Reconciliation, and Sustainability Action: An Evaluation of a Three-Year Community of Practice with Early Educators," Sustainability, MDPI, vol. 17(19), pages 1-21, September.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:19:p:8686-:d:1759374
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    References listed on IDEAS

    as
    1. Natalia V. Czap & Hans J. Czap & Marianna Khachaturyan & Mark E. Burbach & Gary D. Lynne, 2018. "Experiments on empathy conservation: Implications for environmental policy," Journal of Behavioral Economics for Policy, Society for the Advancement of Behavioral Economics (SABE), vol. 2(2), pages 71-77, September.
    2. Martín Bascopé & Paolo Perasso & Kristina Reiss, 2019. "Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development," Sustainability, MDPI, vol. 11(3), pages 1-16, January.
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