Actitudes medioambientales de maestros en formación en el aula de literatura

Ezpeleta, Antonio Martín; Sanz, Yolanda Echegoyen

doi:10.30827/profesorado.v24i1.8504

Cited by 8 publications

(2 citation statements)

References 7 publications

(8 reference statements)

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“…Another possible reason for these differences lies in the characteristics of the students in each speciality. In this sense, it is worth highlighting the clear feminisation of BDECE students and the proactive tendency shown by women towards sustainability [9,15,61]. Hence, these variations in results may also be closely related to some gender issues.…”

Section: Discussionmentioning

confidence: 93%

“…Thus, 2020 marked the start of the 'Decade of Action', an opportunity in extremis to address the major challenges facing our society and to promote equity, justice and prosperity. Undoubtedly, in this race, Education for Sustainable Development (ESD) becomes one of the most effective means to promote the acquisition of attitudes, behaviours, and values that are respectful and environmentally friendly [7][8][9][10]. In fact, as evidenced by the recent study by Sánchez-Carracedo et al [11], its implementation with Educational Science students is especially beneficial to increase their capacity for critical thinking, sustainable use of resources, participation in social transformation processes, and ethical principles.…”

Section: Introductionmentioning

confidence: 99%

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The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

et al. 2021

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Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

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Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

et al. 2021

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Überzeugungen angehender Sportlehrkräfte zu nachhaltiger Entwicklung im Sportunterricht – Skalenentwicklung und -validierung

Lohmann,

Nigg,

Hertle

et al. 2023

Ger J Exerc Sport Res

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Climate change poses a major challenge to people and ecosystems and calls for action across all areas to contribute to a sustainable transformation of society. To shape this transformation, it is crucial that teachers implement education for sustainable development (ESD) in schools for a more sustainable future generation, which also applies to physical education (PE) teachers. However, little is known about PE teachers’ beliefs, a key dimension of professional competence, regarding the implementation of ESD in PE. Hence, the goal of this study was to 1) develop a scale to capture PE teachers’ beliefs about the relevance of sustainable development generally and in the context of PE, and 2) investigate its psychometric properties and criterion validity. The analysis using exploratory structural equation modeling in a cross-sectional sample of 206 preservice teachers resulted in a 10-item instrument with good psychometric properties (comparative fit index [CFI] = 0.976; root mean square error of approximation [RMSEA] = 0.047; standardized root mean square residual [SRMR] = 0.057) and reliability across three factors: a) general beliefs about the relevance of sustainable development, b) positive, and c) critical subject-specific beliefs about sustainable development in PE. Based on the value-belief-norm theory, criterion validity was confirmed through associations between biospheric values and beliefs. We conclude that the newly developed scale is appropriate for assessing PE teacher’s beliefs about the implementation of ESD in PE.

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Heritage education in initial teacher training from a feminist and animal ethics perspective. A study on critical-empathic thinking for social change

Palacios

Algarra

Rite

2023

Teaching and Teacher Education

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Actitudes medioambientales de maestros en formación en el aula de literatura

Cited by 8 publications

References 7 publications

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

Überzeugungen angehender Sportlehrkräfte zu nachhaltiger Entwicklung im Sportunterricht – Skalenentwicklung und -validierung

Heritage education in initial teacher training from a feminist and animal ethics perspective. A study on critical-empathic thinking for social change

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