Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities

Abstract

This paper analyzed the relationship that certain demographic and educational variables might have on the training in environmental education (EE) received by undergraduate students enrolled in a Degree in Primary Education (DPE) at two Spanish universities. For this purpose, they were given a questionnaire to assess the link between certain personal and educational characteristics relating to the students in the sample (n = 274) and three components of an environmental competence (EC) model: environmental knowledge, attitudes, and behaviors. The results indicate that variables like gender, the students’ habitual place of residence, the type of leisure activities they undertook, and some educational factors had a significant impact on the acquisition of the said competencies. In light of these outcomes, the paper reflects on the possible role that non-university contexts might play in environmental education for pre-service teachers.

Educator Competences in Sustainability Education: A Systematic Review of Frameworks

“…Álvarez-García O., García-Escudero L.Á., Salvà-Mut F., Calvo-Sastre A. "Variables influencing pre-service teacher training in education for sustainable development: A case study of two Spanish universities" [32].…”

“…Finally, we also found a study developing its own framework but using results and findings from previous projects on teachers' professionalization in environmental education. The model of environmental competencies for pre-service teachers, based on components of environmental literacy [32], was designed by using projects developed by the North American Association of Environmental Education [37], such as the Standards for the Initial Preparation of Environmental [38], Guidelines for the Preparation and Professional Development of Environmental Educators [39] and The Excellence in Environmental Education Guidelines for Learning K-12 [37]. • Based on: UNECE-ESD educators' competences framework [18].…”

“…• Model of environmental competencies for pre-service teachers, based on the considered components of environmental literacy [32].…”

Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model

“…First, the total influence-relation matrix Q can be divided into two matrices: the attribute level Q C and the dimension level Q D . Second, each row within a dimension in the total influence relation matrix Q C uses Equations 7 Equation 7, in which Q ρ11 C is an example to demonstrate the basic concept of normalizing, as shown in Equations (8) and (9).…”

“…While higher education institutions are carrying out reforms in response to the goal of sustainable development, sustainability-based teaching activities pose new challenges to teachers at universities. The Teaching Staff Development Plan is a feasible approach to accelerating the integration of education for sustainable development [5,9]. For China's universities, particularly the regional ones (i.e., universities established by governments under the provincial level), the quality of teachers has become a key obstacle to reform.…”