Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València

Aznar, P; Calero, María; Agut, María Pilar Martínez; García-Berlanga, Olga Mayoral; Ull, Àngels; Verdera, Victoria Vázquez; Vilches, Amparo

doi:10.3390/su10114170

Cited by 21 publications

(15 citation statements)

References 19 publications

(17 reference statements)

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“…From the three theoretical dimensions, correlated in the specialties of Geography and History, a general tendency among trainee Spanish teachers of Geography and History has been noted in the present study concerning the theoretical-practical development of the social conscience of their students, and the promotion of the concept of active citizenship. Nevertheless, the adoption of holistic and interdisciplinary approaches, and collaborative interdisciplinary work is necessary to advance towards sustainability in education [48].…”

Section: Discussionmentioning

confidence: 99%

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

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Section: Discussionmentioning

confidence: 99%

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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“…In addition, the seventh target of this objective explicitly mentions the importance of ensuring that students acquire the theoretical and practical knowledge to promote sustainable development. Thus, Education for sustainability (EDS), from a formal [6][7][8][9][10][11][12][13], teaching training [14][15][16], and non-formal [17][18][19] perspective, is essential for Sustainability 2019, 11, 5182 2 of 14 instilling in students not only content and concepts, but also the fundamental values that make them sensitive in matters of sustainability.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Sustainability Activities in Spanish Elementary Education Textbooks

Medina

Arrebola

2019

Sustainability

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The 2030 Agenda for Sustainable Development sets up education as a fundamental tool to educate and raise awareness of the importance of sustainable development; thus, education in schools must fulfill this purpose. Regarding to Primary Education in Spain, legislation establishes that sustainability must be addressed in a transversal manner, although it is explicitly mentioned in the curriculum as content to be addressed by the social sciences subject. Given that, in practice, textbooks are one of the most used tools by teachers, in this paper, we analyse the treatment given to sustainability by the activities of the textbooks of social sciences in Primary Education of the main Spanish publishers, from two perspectives: analysis of cognitive complexity and study of the subtopic regarding sustainability addressed in each activity. For the analysis of cognitive complexity of activities, Bloom’s taxonomy (six cognitive categories) and Costa’s questioning levels (three levels of questioning) were used. The results reveal an abundance of cognitively simple activities, along with a shortage of cognitively complex activities. The most addressed subtopics are environmental problems and recycling.

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“…In this sense, more research is required from the sustainability prism considering the wide range of SDGs related to environmental health education with the aim of adding facets to the polyhedron that will provide an increasingly complex vision. Research should be aimed at addressing the perceptions and competencies of students, as well as the contents of official curricula, textbooks and teacher training, the latter being a key element in addressing environmental health issues through the prism of sustainability with a glocal perspective [65].…”

Section: Discussionmentioning

confidence: 99%

Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs

et al. 2020

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This paper focuses on the competencies in environmental health acquired by students during compulsory education. Questionnaires addressing environmental health problems were completed by 923 students of primary and secondary schools from five different Spanish regions. The results for five challenging situations related to hunger, consumerism, climate change, pollution in the cities and allergies are analysed according to the internal coherence of each sub-competency, i.e., addressing knowledge, skills and attitudes towards these topics. Our results show that problems related to air and water pollution were the most commonly described by the students. Focusing on competency achievement, the higher the educational level, the higher the score students obtained, especially regarding pollution and climate change, two problems that appear directly in the school curriculum. The complexity of the concept of environmental health matches with the necessary holistic perspective of the Sustainable Development Goals in a polyhedral approach including as many factors (facets) as necessary to complete the approach to this evolving concept.

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Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València

Cited by 21 publications

References 19 publications

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Analysis of Sustainability Activities in Spanish Elementary Education Textbooks

Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs

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