Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

Álvarez-García, Olaya; Negre, Jaume Sureda; Comas‐Forgas, Rubén

doi:10.5565/rev/ensciencias.2338

Cited by 33 publications

(42 citation statements)

References 13 publications

(15 reference statements)

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“…After the experience, the students interviewed seemed to understand that their consumer habits affect society and the environment, but they are not prepared to change their ways, showing again the "breach" that can exist between cognition and action, as noted by various authors [59,60]. Studies, such as that by Álvarez, Sureda, and Coma (2018) [17] carried out in a similar Spanish context, also point to the poor commitment to action in solving socio-environmental problems by future teachers who have a high level of environmental awareness.…”

Section: Speaking About Our Socioeconomic Model and Our Responsibilitmentioning

confidence: 98%

“…Although there is concern for the environment among teacher trainers, many of these initiatives base their curriculum focus on increasing teachers' awareness of environmental issues and environmental content knowledge, but few address key issues associated with the need to change worldviews [13]. Thus, study has shown that the basic training of teachers has important shortcomings regarding Environmental Education, sustainability, and climate change [14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

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How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

et al. 2019

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The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges.

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Section: Speaking About Our Socioeconomic Model and Our Responsibilitmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

et al. 2019

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“…In the case of Higher Education (HE), it can be said that it is a source of learning about more pro-environmental private and professional lifestyles for students. For that reason, this level of education can act as a driving force in the acquisition of knowledge, attitudes, habits, and ultimately, competencies that help develop sustainability in our daily lives as a tool to improve and preserve the environment [10,18,45,46,[52][53][54]. Planning and implementation, empathy, compassion, and solidarity, among others, are highlighted as key competences favouring SRSD [55].…”

Section: Introductionmentioning

confidence: 99%

“…This being said, reality shows that there is still a long way to go and that ESD could be implemented more extensively in university studies [29,45,53,56,[62][63][64]66]. This is highly relevant in the case of teachers who are training to be professionals who will practice in any society where education is compulsory.…”

Section: Introductionmentioning

confidence: 99%

The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

Estrada-Vidal

Gómez

López-Cordero

et al. 2020

IJERPH

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In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

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“…Universities have tried to implement environmental education as a cross-disciplinary subject in the official syllabus; it was the establishment of the Network for the Curriculum’s Environmental of Higher Education in Spain (ACES Network) [28]. Despite this fact, insufficient levels of environmental literacy are seen in future teachers [30]. Indeed, it is necessary to give trainee teachers in primary education environmental education, so that they can later share their knowledge with future generations [12,31].…”

Section: Introductionmentioning

confidence: 99%

Environmental Attitudes in Trainee Teachers in Primary Education. The Future of Biodiversity Preservation and Environmental Pollution

Díaz

Lucena

Reche

et al. 2019

IJERPH

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The environmental challenges of the twenty-first century are a consequence of the impact that human beings have on nature. Because of this, environmental attitudes are paramount in establishing effective measures regarding both biodiversity preservation and environmental pollution. Therefore, the main goal of this paper has been evaluating the environmental attitudes of future primary education teachers, considering their responsibility for teaching the new generations of citizens. A quantitative methodology has been applied to describe the reality observed. The data collection instrument used was the scale of environmental attitudes towards specific problems; this scale was applied to a sample of 307 students of the degree in Primary Education at the University of Granada. More specifically, the subscales corresponding to pollution, biodiversity, natural spaces and recycling were analysed. Results reveal a high level of environmental attitudes in future primary education teachers; moreover, there is a positive interdependence among the different subscales. Finally, it is of great importance to evaluate the environmental attitudes of future primary education teachers, given that the future of biodiversity preservation and environmental pollution are in the hands of new generations.

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Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

Cited by 33 publications

References 13 publications

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

Environmental Attitudes in Trainee Teachers in Primary Education. The Future of Biodiversity Preservation and Environmental Pollution

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