La inclusión de la sostenibilidad en la formación inicial del profesorado de Secundaria de Ciencias y Matemáticas

Domingo, José María Cardeñoso; Azcárate, Pilar; Martínez, José Maria Oliva

doi:10.25267/rev_eureka_ensen_divulg_cienc.2013.v10.iextra.19

Cited by 10 publications

(7 citation statements)

References 5 publications

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“…Tertiary, and particularly, TE have been highlighted as being key agents in promoting sustainability (Gough, 2016). The existing literature has explored education for SD of GE from a wide range of perspectives including specific case studies on its implementation (Miralles-Cardona et al , 2020, 2021; Novo and Murga-Menoyo, 2015); sustainability interventions, assessments and frameworks (Alonso-García et al , 2019; Cardeñoso-Domingo et al , 2013; Segalàs-Coral and Sánchez-Carracedo, 2019), students’ attitudes and perceptions (Cebrián and Junyent, 2015; Jiménez-Fontana et al , 2018; Vásquez et al , 2020), educators’ professional competencies (Aznar-Minguet et al , 2017; Lozano et al , 2017; García et al , 2017) and barriers and opportunities (Borg et al , 2012; Kang, 2019). However, only a few studies have focused on mainstreaming GE into university teaching.…”

Section: Literature Review On the Sustainability Of Gender Equalitymentioning

confidence: 99%

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Miralles-Cardona

Chiner

Cardona-Moltó

2021

IJSHE

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Purpose This study aims to assess future teachers’ beliefs in their capabilities for sustainable gender equality (GE) practice after graduation and to analyze differences across degree and sex using a self-efficacy scale specifically designed and validated for this study. Design/methodology/approach A survey was administered to three cohorts of undergraduate and graduate student teachers at the University of Alicante, Spain. Using a convenience sample that represented the three teacher majors in early childhood, elementary and secondary education, 610 students were asked to rate their confidence in gender knowledge, skills and awareness using a six-point Likert scale. Findings Upon graduation, teachers reported unrealistic perceptions of their ability to practice a sustainable GE. The level of self-efficacy was found moderate in the three teacher cohorts with no statistically significant differences across degrees in any of the three efficacy components but gender attitudes were rated significantly higher by female students. Originality/value This study provides a reliable and valid instrument specifically helpful for guiding the education for the sustainable development (SD) of GE in instructional settings. Because there is no systemic approach to teaching sustainability nor valid and reliable instruments to assess gender competence for practicing a gender pedagogy, this tool will hopefully provide teacher education institutions a conceptual and practical framework on how GE can successfully be mainstreamed into the curriculum. Infusing SD of GE in curricula and assessing interventions as a habitual practice could be useful to monitor sustainability performance over time and assess contributions to SDG5.

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Section: Literature Review On the Sustainability Of Gender Equalitymentioning

confidence: 99%

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Miralles-Cardona

Chiner

Cardona-Moltó

2021

IJSHE

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“…In this vein, Calabuig et al (2017) present 20 points that define the profile a mathematics teacher should have in accordance with education for sustainability. Cardeñoso et al (2013) studied sustainability in the initial training of secondary science teachers. Mathematics students were asked what they could do to include sustainability in the curriculum and if that was feasible.…”

Section: Mathematics and Sustainabilitymentioning

confidence: 99%

“…Cardeñoso et al (2013) studied sustainability in the initial training of secondary science teachers. Mathematics students were asked what they could do to include sustainability in the curriculum and if that was feasible.…”

Section: Findings Of the Literature Reviewmentioning

confidence: 99%

Teaching sustainability in higher education by integrating mathematical concepts

Lechuga

Cifuentes‐Faura

Faura-Martínez

2023

IJSHE

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Purpose This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life.

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“…Previous studies lead us to believe that students arrive at university with a varying knowledge of sustainability competencies, depending on the school and the branch of knowledge of previous studies [34]. Cultural and family background may also play an important role [35,36].…”

Section: Sustainability In Business Administration and Management Studiesmentioning

confidence: 99%

What Do Freshmen Know about Sustainability? Analysing the Skill Gap among University Business Administration Students

et al. 2021

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This study aims at creating and validating an instrument to assess the level of mastery in sustainability competencies of freshmen students in business-related studies. To reach this goal, a questionnaire that captures the level of acquisition of the competencies in sustainability is provided. A three-step process has been followed to analyse the results gathered among first-year students in two Spanish universities. First, eight confirmatory factor analyses were conducted to verify the grouping of the dimensions included in the questionnaire, resulting in 10 competency units in sustainability (CU). Next, we averaged the values of the items included in each CU to facilitate interpretation and then calculated the skill gap; that is, the difference between the level that CU students are expected to achieve on graduation compared to the current level. Third, a series of ANOVA tests were run to investigate potential differences in the level of acquisition due to gender, prior training and educational background, which according to the literature might influence current student knowledge of sustainability. Our results reveal that freshmen enter university with a heterogeneous level of development, both in terms of breadth (different CUs) and depth (the extent to which each CU is developed). The original value of this work stems from the creation of an instrument which is expected to be applicable in a variety of contexts. Additionally, the information it provides assists us in the identification of the CUs that should be further emphasized at university level, and therefore helps professors to prioritise those teaching strategies targeted at overcoming this deficit.

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La inclusión de la sostenibilidad en la formación inicial del profesorado de Secundaria de Ciencias y Matemáticas

Cited by 10 publications

References 5 publications

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Teaching sustainability in higher education by integrating mathematical concepts

What Do Freshmen Know about Sustainability? Analysing the Skill Gap among University Business Administration Students

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