Implementing pedagogical approaches for ESD in initial teacher training at spanish Universities
Author
García-González, Esther
Jiménez-Fontana, Rocío
Solis-Espallargas, Carmen
Publication date
2019-09-09ISSN
2071-1050
Abstract
Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.
Document Type
Article
Document version
Accepted version
Language
English
Subject (CDU)
37 - Education
Keywords
Desenvolupament sostenible
Sustainable development
Desarrollo sostenible
Educació
Education
Educación
Professors--Formació
Teachers--Training of
Profesores--Formación profesional
Pages
19
Publisher
MDPI
Collection
11; 18
Is part of
Sustainability
Citation
Albadera-Tiana, Silvia; García-González, Esther; Jiménez-Fontana, Rocío; Solís-Espallargas, Carmen. «Implementing pedagogical approaches for ESD in initial teacher training at spanish Universities». Sustainability, 2019, vol. 11. núm. 18, art. 4927. Disponible en: <https://www.mdpi.com/2071-1050/11/18/4927>. Fecha de acceso: 28 oct. 2019. DOI: 10.3390/su11184927
Grant agreement number
info:eu-repo/grantAgreement/MINECO/EDU2015-65574-R
Note
This article belongs to the Special Issue Sustainability in Teacher Education
This item appears in the following Collection(s)
- Educació [109]
Rights
http://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/