Un instrumento para analizar las actividades prácticas en la formación inicial del profesorado de Secundaria de Ciencias y Matemáticas desde la perspectiva de la sostenibilidad

Abstract

En este artículo se presenta un instrumento que refleja un sistema de análisis sobre la presencia de la sostenibilidad en las actividades prácticas realizadas por los estudiantes durante el desarrollo de los diferentes módulos del "Máster Universitario en Profesorado de Secundaria Obligatoria, Bachiller, Formación Profesional y Enseñanza de Idiomas". El objetivo de dicho instrumento, como recurso didáctico, era promover el análisis y reflexión de los estudiantes sobre sus propias producciones. Este instrumento ha sido utilizado en diferentes momentos del proceso y está configurado con una serie de categorías e indicadores que nos pueden dar claves para reconocer la presencia de los valores implícitos en la educación para la sostenibilidad en las reflexiones y argumentaciones de los futuros profesores de Secundaria. Los indicadores de análisis inciden en la presencia de las competencias y valores relacionados con la Educación para la Sostenibilidad.Palabras clave: Sostenibilidad; Formación de Profesores; Educación Secundaria; Ambientalización Curricular; Formación para la sostenibilidad. A tool for analyzing the practical activities in initial training of secondary teachers of science and mathematics from the perspective of sustainabilityThis article shows the results of students' reflections in the "Máster Universitario en Profesorado de Secundaria Obligatoria, Bachiller, Formación Profesional y Enseñanza de Idiomas" (Secondary Teacher Training) promoted through an analytical tool for their own productions. The analysis indicators affect the presence of skills and values related to Education for Sustainability. The theoretical framework were already presented in the previous article, since they have developed this instrument, which try to reflect the categories and indicators that can give us clues to recognize the presence of the implicit values in Education for Sustainability in these future professionals.Keywords: Sustainability; Teacher Training; Secondary Education; Curriculum Greening; Education for Sustainability. PresentaciónComo hemos indicado en otras ocasiones, consideramos que la Universidad es el ámbito más adecuado para liderar el desarrollo de formas de educación interdisciplinarias, transdisciplinarias y éticamente orientadas, a fin de idear soluciones para los problemas vinculados a la sostenibilidad.( Cardeñoso, Azcárate y Oliva, 2013; Wiek, Withycombe y Redman, 2011; UNESCO,1998). La formación universitaria ha de estar orientada a formar ciudadanos y profesionales desde principios que aboguen por armonizar el crecimiento económico con el respeto a la naturaleza y la equidad social (Barrón, Navarrete y Ferre-Balas, 2010).Nuestra actividad profesional está focalizada en la formación de profesores y por ello nos parece vital esta idea dada la factible repercusión de nuestro trabajo en diferentes ámbitos educativos (AAVV, 2004). Creemos que las aulas de formación del profesorado pueden ser escenarios promovedores del cambio y transformación, ello implica que los formadores desarrollen metodologías...

Integrating sustainability in mathematics education and statistics education: A systematic review

“…Consequently, teaching and learning processes must address the link between the relationships between people and their environment, which requires social and economic development models in which "the human factor is essential" (Carmona-Medeiro & Cardeñoso, 2021, p. 1). In this regard, Cardeñoso et al (2015) propose that it is necessary to develop sustainability skills in students at different educational stages. To achieve this, the role of teachers as agents of social change is fundamental (Alsina, 2022), given the formative work they carry out in the classroom involving the "world views, knowledge, attitudes and competencies of students towards sustainability" (Semiz & Baykal, 2020, p. 113).…”

“…In this approach, the mathematics education inspires ESD and provides an opportunity to achieve the objectives it seeks to develop, since "mathematics is one of the most important means to understand and address the climate emergency, since we understand much of the world through mathematical models and representations" (Helliwell and Ng, 2022, p. 129). According to Cardeñoso et al (2015), mathematics education "can lead the sustainable development movement by providing adequate content that allows students to acquire the necessary skills to understand concepts related to sustainable development and aspects of the world around them" (p. 4). However, "moving toward a mathematics education incorporating ESD requires a 'mind shift', and success lies largely in a fundamental reconfiguring and expanding of the traditional boundaries of the philosophy of mathematics" (Li & Tsai, 2021, p. 5).…”

“…In from this perspective, the studies analyzed show a growing interest of the scientific community in research on: the design and implementation of professional development opportunities (Alsina & Silva-Hormazábal, 2023;Boeve-de Pauw et al, 2022;Cardeñoso et al, 2015;Chin et al, 2019;Helliwell & Ng, 2022;Helliwell et al, 2023;Paredes et al, 2020;Vásquez et al, 2020); analysis of beliefs regarding the integration and links between ESD and mathematics education (Mahlisa & Zubainur, 2021;Rico et al, 2021;Semiz & Baykal, 2020;Uitto & Saloranta, 2017;Vásquez et al, 2020); the generation of training models and teacher profiles that integrate ESD and mathematics education in teacher training (Alsina & Mulà, 2019;Carmona-Medeiro & Cardeñoso-Domingo, 2021;Mulà & Tilbury, 2023;Pasichnyk et al, 2020); the analysis of the presence of ESD in the training curricula of teachers who teach mathematics (Moreno-Pino et al, 2021); and the analysis of the level of mastery of sustainability competences in teachers (García-Alonso et al, 2023;Moreno-Pino et al, 2023).…”

“…Therefore, "in addition to teaching mathematics, teachers are also responsible for providing opportunities for their students to engage in learning and participation in broader social, ecological and economic issues" (Li & Tsai, 2021, p. 7), related to the dimensions of sustainability. This responsibility implies changes in "the methodologies and ways of organizing teaching, which implies radical changes in the teaching and learning processes" (Cardeñoso et al, 2015), starting with a reorientation of pre-service teacher training programs that "consider the criteria of the curricular environment proposed by multiple agencies and authors" (Vásquez et al, 2020, p. 28), while transferring them to the mathematical contents and processes of teachers (Jeong & González-Gómez, 2020). By way of example, García-Alonso et al ( 2023) notes that "the implementation of training sessions for teachers that promote these connections contributes decisively to holistic and systematic teaching, who also develop their sustainability competencies and learn strategies to implement them in their classrooms" (p. 79).…”

Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training

“…Integrating sustainability into teacher training is not only about including competencies or environmental content in the curricula but also about providing a change of mentality in students. To do so, it is necessary to promote appropriate methodological strategies that imply a change in attitude, methodology and conception of teaching-learning processes that address the socio-environmental and socio-constructivist dimensions [20][21][22].…”