La formación del profesorado universitario para la educación en la gestión de la sostenibilidad

Marsilla, Juan Isidro Escámez; Luján, Elena López

doi:10.30827/publicaciones.v49i1.9852

Cited by 15 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, regarding the stakeholders, we found that the main ones were university teachers (6 articles), who were trainers of future trainers, as they acted as organisers and driving forces, and were in charge of developing the research and influencing their university students. On the other hand, stakeholders again included in-service teachers (2 articles), pre-service teachers (1 article) [32], and an interdisciplinary team consisting of a scientist, an educator and experts on the subject of study [25] (Table 6).…”

Section: Participants and Stakeholdersmentioning

confidence: 99%

“…The type of ESD to be developed is mainly characterised by being formulated by and for the student and is focused on their teaching and learning [21]. The pedagogical strategies followed should promote the creation of students who are active in the face of social transformation [21,25]. The strategies that appear today as optimal for the development of ESD have to do with the inclusion of all students and involve learning through social action projects, case studies, service-learning for society and collaborative learning [26].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future

2022

View full text Add to dashboard Cite

This article presents a systematic literature review on curriculum sustainability in the initial education of primary school teachers. It analyses aspects related to the methodologies, keywords, geographical area, scope, theoretical frameworks of reference and main existing lines of research obtained from 38 documents between 2015 and 2021. Some research questions were as follows: What methodologies does it relate to? Are there elements that facilitate or hinder the development of curricular sustainability? What impact are programmes developing curricular sustainability having? Some of the results were as follows: (a) most of the documents analysed were published in Europe; (b) the main theme was the promotion of a committed and collective education; (c) approaches have to be based on sustainability competencies; (d) there was a lack of knowledge about sustainability competencies, a lack of training in education for sustainable development (ESD), and a lack of systemic and creative thinking; and (e) there is a need for ESD training to enhance knowledge and to develop sustainability competencies. In conclusion, the priority is to develop interdisciplinary, holistic and active methodology-based programmes that integrate deep changes throughout education. Study programmes should be modified in order to have a positive impact on the development of ESD.

show abstract

Section: Participants and Stakeholdersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future

2022

View full text Add to dashboard Cite

show abstract

“…Gráfico 1. Distribución de artículos según su temática Atendiendo a la temática, como vemos en el Gráfico 1, la más recurrente (T2) se refiere a la necesidad de intensificar la formación en ODS, pues tras evaluar las competencias en sostenibilidad de los docentes se detectan carencias que deberían reforzarse en la formación inicial y continua (Bautista-Cerro y Díaz, 2017;Díaz, 2015;Escámez y López, 2019;García, 2019;García-Esteban y Murga-Menoyo, 2015;García-González, Jiménez-Fontana, Navarrete y Azcárate, 2015;Martínez, 2018;Matas, 2019;Solís-Espallargas y Valderrama-Hernández, 2015;Tornero, Sadhwani y Mato, 2017). Estos artículos elaboran propuestas para que los centros universitarios organicen su agenda según las recomendaciones de los ODS, promoviendo la sensibilización y la formación del personal docente e investigador de las universidades.…”

Section: Revisión Argumental E Histórica De La Literatura Sobre Educación Para El Desarrollo Sostenibleunclassified

Educación para el desarrollo sostenible: una visión crítica desde la Pedagogía

Sáinz

2021

Rev. Complut. Educ

View full text Add to dashboard Cite

INTRODUCCIÓN. El paradigma de la sostenibilidad y los Objetivos de Desarrollo Sostenible (ODS) son desde el año 2015 un foco atención prioritaria en las agendas internacionales, así como en la investigación educativa, tratando de hacer realidad los ODS. El objetivo de este artículo es descubrir el tratamiento de la Educación para el Desarrollo Sostenible en la investigación educativa española, prestando especial atención a la falta de una visión crítica en su aproximación. MÉTODO. Se realiza una revisión de la investigación educativa sobre Educación para el Desarrollo Sostenible en el panorama español a partir de la base de datos de DialnetPlus, entre 2015 y 2019, atendiendo a la temática de los artículos, a su enfoque y a su metodología. RESULTADOS. A partir de los criterios de selección, encontramos 34 artículos, de los cuales la mayoría abordaba las temáticas de ODS y formación universitaria y escolar, orientados a propuestas de mejora de la implementación del marco de los ODS mediante la formación. La perspectiva de la mayoría de los artículos era teórica y de enfoque descriptivo, esto es, asumían el marco de los ODS como paradigma que lograr. DISCUSIÓN. A la luz de los resultados consideramos que: (i) la investigación educativa tiende a renombrar y adjetivar la educación, en este caso “educación para el desarrollo sostenible”, olvidando el valor intrínseco de la educación como desarrollo humano y (ii) la investigación educativa se comporta a menudo como fashion victim de las tendencias de los Organismos Internacionales, asumiendo sus agendas de un modo acrítico. CONCLUSIONES. Parece adecuado repensar los ODS como una herramienta al servicio de la educación y sus bienes inmanentes, en vez de reducir la educación a una suerte de instrumento para el logro de los ODS, cristalizándola en objetivos y estándares.

show abstract

“…ESD aims to create an education system of teaching and learning that transmits to students all the knowledge needed to achieve a sustainable future [2]. Universities have assumed the responsibility of promoting and endorsing the fulfilment of this goal [3,4], so university teachers have the obligation to be up-to-date in regard to the knowledge, attitude, value, and skills, needed to transmit this goal to their students [5]. UNESCO also stresses that priority should be given to the development of ESD in the initial training of teachers, as priority social agents in society [6].…”

Section: Introduction 1sustainability Awareness Of University Teachersmentioning

confidence: 99%

Whole Systems Thinking and Context of the University Teacher on Curricular Sustainability in Primary Education Teaching Degrees at the University of Zaragoza

2023

View full text Add to dashboard Cite

The traditional, mechanistic university context is far from achieving commitment and accountability for Education for Sustainable Development (ESD). The whole structure must be redefined in terms of teaching, research, management, and the connection with the whole community. The main objective is based on identifying the cognitive perception that university teachers have in relation to curricular sustainability, and how this is linked to the context in which they develop their teaching practice. The sample is made up of 15 teachers, selected purposively and non-randomly: 3 women and 12 men, with a mean age of 45.57 ± 9.72. The information was obtained from focus groups, using a semi-structured questionnaire. The QRS NVIVO 12 software program was used for content analysis. The results show a preponderant lack of knowledge, skills, and abilities in sustainability, given a lack of attitude towards change. The results show that the transformation lies in teacher training, based on workshops, courses, or experiential activities. Finally, assessing their own context, the participants highlighted the lack of a joint institutional strategy on sustainability.

show abstract

La formación del profesorado universitario para la educación en la gestión de la sostenibilidad

Cited by 15 publications

References 0 publications

A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future

A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future

Educación para el desarrollo sostenible: una visión crítica desde la Pedagogía

Whole Systems Thinking and Context of the University Teacher on Curricular Sustainability in Primary Education Teaching Degrees at the University of Zaragoza

Contact Info

Product

Resources

About