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Abstract :
[en] This ongoing research analyzes how collaborative structures enabled the evolution from a collaboratively
conceptualized river investigation into a professional development workshop aimed at enhancing teachers’ capacity
to integrate Education for Sustainable Development (ESD) into their pedagogical practices. ESD is increasingly
recognized as essential for young children, necessitating the creation of authentic learning situations to make ESD
tangible in early childhood education (Samuelsson, 2011). Following Caiman et al. (2021) in their call for creativity to
address wicked sustainability problems with young children, we elaborate how authentic learning scenarios can
support ESD in classrooms. This study applies a sociocultural theoretical framework acknowledging culture's dynamic
nature, agency-taking, and methodologies like interpretive and authentic inquiry, fostering a multilogical research
approach (Tobin, 2015). Grounded in a qualitative constructivism research paradigm we collected various forms of
documentation throughout the collaborative development process, including researcher notes, video-recordings,
reflective journals, and correspondence. Data was analyzed using a methodological approach rooted in bricolage to
holistically analyze the co-development journey (Steinberg & Kincheloe, 2012). All participants were given an
information sheet and a consent form. Participation in the study was voluntary and consent could be withdrawn at
any time. Participants' names were replaced by pseudonyms. Main findings highlight the importance of collaborative
processes in creating contextually-relevant and authentic learning experiences for children and facilitating teacher
professional growth. Through episodes elaborating key points of the co-development journey, this presentation
offers valuable insights and implications for teachers and stakeholders, namely the need for supporting instructional
change through collaborative structures and policy frameworks.
