Constructing education for sustainable development: the secondary school geography curriculum and initial teacher training

Firth, Roger; Winter, Christine

doi:10.1080/13504620701659079

Cited by 63 publications

(44 citation statements)

References 26 publications

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“…UNESCO 2005); for example, Summers, Corney and Childs (2004), Corney (2006), Corney and Reid (2007) and Firth and Winter (2007). Some of these papers contain more specific research into student teachers' conceptions of sustainability as a concept, rather than a more general overview of environmental education.…”

Section: Defining Sustainabilitymentioning

confidence: 99%

“…Rickinson 1999;Winter 2007). Sustainability is considered a key aspect of environmental education; and, as Firth and Winter (2007) argue, sustainability is a vital concept, at the forefront of environmental policy-making today. Despite the importance of sustainability within environmental education, however, it is a potentially difficult concept to define.…”

Section: Introductionmentioning

confidence: 99%

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Understanding students’ conceptions of sustainability

Walshe

2008

Environmental Education Research

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There has recently been significant emphasis placed on environmental education through, for example, the UN's Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students' understanding of sustainable development. This paper presents findings from research investigating how one class of 12-to 13-year-old geography students in the UK understands the concept of sustainability. The research used concept-mapping and semi-structured interviews to explore the students' understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and timescale of sustainability. The paper also considers the impact of method on researching students' subject understandings, in particular the use of context when considering abstract concepts, such as sustainability, and the different results obtained when conducting interviews versus concept maps.

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Section: Defining Sustainabilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding students’ conceptions of sustainability

Walshe

2008

Environmental Education Research

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“…During this period, several studies were also conducted focusing on identifying knowledge, attitudes, behaviours and environmental competences of pre-service teachers (Amirshokoohi, 2010;Esa, 2010;Midwinter, 2005;Pe'er, Goldman, & Yavetz, 2007;Saka, S€ urmeli, & € Oztuna, 2009;Yavetz, Goldman, & Pe'er, 2009) and the assessment of training programmes and proposals of new pre-service teacher training models (Beckford, 2008;Ferreira, Ryan, & Tilbury, 2007;Firth & Winter, 2007;Geli, Junyent, & Arbat, 2005;Heimlich, Braus, Olivolo, McKeown-Ice, & Barringer-Smith, 2004;Junyent, 2001;Mastrilli, 2005). Even so, in 2009, at the UNESCO World Conference of Education for Sustainable Development, in both the interventions and the final declaration (the so-called Bonn Declaration), there continued to be a call for efforts to integrate education concerning sustainable development into teacher training programmes (UNESCO, 2009).…”

Section: Introductionmentioning

confidence: 99%

Environmental education for sustainability in the curriculum of primary teacher training in Spain

Negre

Trobat

Catalán-Fernández

et al. 2014

International Research in Geographical and Environmental Educat

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In this study, we analyse, first, what competences regarding environmental sustainability are envisaged in the curricula of primary teachers at Spanish universities and, second, to what extent these competences guide the aims and content of the subject matter and the topics in the syllabi. From an analysis of the 79 competences which, according to ministerial regulations, should direct primary teacher training, three are directly related to environmental sustainability. The analysis of the content of the curricula from a sample made up of 23 Spanish universities indicates that these three competences have been taken into account in all of them, and that in 73% of the curricula other competences directly related to environmental sustainability are also incorporated. In a few cases, however, their degree of precision is vague. In only 26% of the curricula studied is a specific subject of environmental education À always optional À envisaged, and this topic is where the main educational efforts regarding sustainability are focused. In the absence of studies that analyse other more detailed curricular planning documents, the curricula of future primary teachers in Spain does not seem to ensure good training with respect to environmental sustainability.

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“…Requiere la realización de trabajos que faciliten el contacto con los problemas socioambientales en el propio escenario en el que ocurren; estas vivencias han de contemplar el análisis y la reflexión crítica sobre las alternativas de intervención en las relaciones entre la sociedad y el medio, orientando, propiciando y defendiendo el desarrollo humano ambiental y socialmente sostenible (Aznar, 2006;Esteban Chapapria, 2004) Una forma complementaria de conseguir estos objetivos es la introducción en los planes de estudio de una asignatura cuyo contenido sea Educación para la Sostenibilidad o (Educación para el Desarrollo Sostenible), tendencia que se está extendiendo en las universidades europeas, sobretodo en las escuelas de Magisterio (Corney y Reid, 2007;Firth y Winter, 2007 Teniendo en cuenta que las universidades europeas están aplicando en sus reformas de los planes de estudios, dentro del marco del Espacio Europeo de la Educación Superior, modelos de formación por competencias, la metodología de trabajo considerada pertinente es la introducción de la sostenibilidad basada en la formación orientada al aprendizaje por competencias para la sostenibilidad; entendidas éstas como el conjunto complejo e integrado de conocimientos, procedimientos, actitudes y valores que los sujetos ponen en juego en los diferentes contextos en los que interactúan para resolver situaciones relacionadas con la problemática ambiental desde criterios de sostenibilidad. En este sentido una educación para la sostenibilidad debería contemplar la formación de competencias en estos tres ámbitos:…”

Section: Educación Para La Sostenibilidad En Los Estudios Superioresunclassified

Análisis de la introducción de la sostenibilidad en la enseñanza superior en europa: compromisos institucionales y propuestas curriculares

Ulls¹,

Agut²,

Piñero³

et al. 2010

Rev_Eureka_ensen_divulg_cienc

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LA SOSTENIBILIDAD EN LA UNIVERSIDAD INTRODUCCIÓN: UNIVERSIDAD Y SOSTENIBILIDADLa UNESCO, en 1998, apuntaba que cada vez más, las universidades están llamadas a desempeñar una función de liderazgo en el desarrollo de formas de educación interdisciplinarias y transdisciplinarias y éticamente orientadas, a fin de idear soluciones para los problemas vinculados al desarrollo sostenible.Las universidades no se constituyen tan solo en centros de generación de conocimiento, sino que a través de la formación de los estudiantes, la investigación, la promoción de una conciencia crítica, etc…, asumen un rol de responsabilidad sin precedentes en la historia de los estudios superiores, de difusión de conocimientos,

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Constructing education for sustainable development: the secondary school geography curriculum and initial teacher training

Cited by 63 publications

References 26 publications

Understanding students’ conceptions of sustainability

Understanding students’ conceptions of sustainability

Environmental education for sustainability in the curriculum of primary teacher training in Spain

Análisis de la introducción de la sostenibilidad en la enseñanza superior en europa: compromisos institucionales y propuestas curriculares

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