Garden-based learning in teacher education in Germany. A mixed-method study

Table of Contents

1 Introduction

1.1 Research problem and statement of relevance

1.2 Research questions

2 Literature review

2.1 Food systems

2.1.1 Definition

2.1.2 Challenges

2.1.3 Approaches to change

2.2 Education for sustainable development (ESD)

2.2.1 Problems of education

2.1.2 Purpose of education

2.1.3 Principles of ESD

2.1.4 Teaching ESD

2.1.5 Teacher education and ESD

2.3 Learning gardens

2.3.1 Definition

2.3.2 History

2.3.3 ESD in learning gardens

2.3.4 Rationales for learning gardens

2.3.5 Teaching in learning gardens

2.3.6 Challenges of learning gardens

2.3.7 Food system education in learning gardens

2.3.8 Teacher education in learning gardens

3 Theoretical framework

3.1 Actor network theory

3.2 Critical food system education

3.3 Garden-based learning

4 Methodology

4.1 Case study

4.2 Mixed methods

4.3 Thesis length

4.4 Sampling

4.5 Instruments

4.6 Data collection

4.7 Data analysis

4.8 Ethical considerations

4.9 Positionality statement

4.10 Limitations

5 Results

5.1 Teacher educators

5.1.1 Respondent’s profile

5.1.2 Motivation

5.1.3 Metaphoric perceptions of the learning garden

5.1.4 Challenges and facilitating factors

5.1.5 Learning outcomes

5.1.6 Perception of ESD

5.1.7 Teaching ESD

5.1.8 Perception of a sustainable food system

5.1.9 Sustainable food consumption

5.1.10 Food system education

5.1.11 University of Bonn

5.1.12 Other universities

5.2 Teacher students

5.2.1 Respondent’s profile

5.2.2 Perceptions of the learning garden

5.2.3 Expectations for learning

5.2.4 Teaching

5.2.5 Competencies

5.2.6 Sustainable food consumption

6 Discussion

7 Conclusion

Research Objective and Core Themes

This study aims to investigate the role of teacher educators and teacher students in garden-based learning programs within German universities, specifically exploring how these settings can act as a catalyst for disrupting preconceived notions about food systems and promoting education for sustainable development.

• Role of teacher educators in integrating learning gardens into teacher training.
• Perceptions and metaphors of learning gardens among educators and students.
• Challenges and facilitators for implementing garden-based education at the university level.
• Connection between experiential garden-based learning and sustainable food system education.
• Development of competencies such as social awareness, self-efficacy, and critical action.

Excerpt from the Book

Summary of Chapters

1 Introduction: Provides an overview of the current ecological crises and sets the context for how garden-based learning in teacher education can contribute to systemic change in food systems.

2 Literature review: Synthesizes previous research on food systems, education for sustainable development, and learning gardens, highlighting identified research gaps in the German teacher education context.

3 Theoretical framework: Introduces Actor Network Theory, Critical Food System Education, and Garden-based Learning as the three core pillars for understanding the study’s findings.

4 Methodology: Explains the applied mixed-method approach, involving semi-structured interviews with teacher educators and online surveys with both educators and teacher students.

5 Results: Presents detailed findings regarding the motivations, challenges, and perceptions held by teacher educators and students within the learning garden context.

6 Discussion: Compares the findings with existing literature and reflects on how learning gardens function as a transformative space for teacher training.

7 Conclusion: Summarizes the key insights and offers recommendations for future research in the field of garden-based teacher education.

Keywords

garden-based learning, teacher education, food system education, sustainability, ESD, learning garden, critical pedagogy, case study, mixed methods, sustainable food consumption, environmental stewardship, teacher educators, university teaching, experiential learning, food sovereignty

Frequently Asked Questions

What is the core focus of this master’s thesis?

The thesis focuses on understanding the potential and limitations of using garden-based learning programs to educate teacher students in Germany, specifically regarding sustainable food systems.

What are the primary research themes covered?

The research explores the role of learning gardens as an educational tool, the pedagogical perspectives of teacher educators, student motivations, and the integration of sustainable development into university curricula.

What is the main research question of this study?

The overarching question is: How can the learning garden become a place for disrupting teacher students’ and teacher educators’ preconceived notions of food systems?

Which scientific method did the author employ?

A mixed-method approach was used, comprising qualitative semi-structured interviews with eight teacher educators and quantitative/qualitative data from online surveys with teacher educators and 81 teacher students.

What topics are discussed in the main body of the work?

The main body covers a comprehensive literature review, the theoretical framework based on Actor Network Theory and Critical Food System Education, the research methodology, detailed results from surveys and interviews, and a critical discussion of the findings.

Which keywords define this research?

Key terms include garden-based learning, teacher education, food system education, ESD, learning garden, sustainable food consumption, and teacher educators.

How do teacher educators perceive the garden in their training programs?

Educators often view the garden as an "island of hope," a "living lab of sustainability," or a "playground," highlighting its potential to move beyond traditional classroom instruction.

What role does the "University of Bonn" case study play in this research?

The University of Bonn serves as a specific case study to illustrate the implementation and curriculum design of learning gardens within a higher education biology teacher training context.

What is the significance of the "changed role of the teacher" discussed in the findings?

The findings emphasize that the learning garden shifts the teacher's role from a traditional knowledge transmitter to a facilitator, allowing for non-hierarchical learning and experimentation.

What final conclusion does the author reach regarding the impact of learning gardens?

The author concludes that while learning gardens offer significant opportunities for experiential education and sustainable development, they must be structurally anchored in university curricula and supported by key stakeholders to be fully effective.