• español
    • English
  • Login
  • English 
    • español
    • English

UniversidaddeCádiz

Área de Biblioteca, Archivo y Publicaciones
Communities and Collections
View Item 
  •   RODIN Home
  • Producción Científica
  • Artículos Científicos
  • View Item
  •   RODIN Home
  • Producción Científica
  • Artículos Científicos
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

Thumbnail
Identificadores

URI: http://hdl.handle.net/10498/21951

DOI: 10.3390/su11184927

ISSN: 2071-1050

Files
2019_370.pdf (693.7Kb)
Statistics
View statistics
Metrics and citations
 
Share
Export
Export reference to MendeleyRefworksEndNoteBibTexRIS
Metadata
Show full item record
Author/s
Albareda Tiana, Sílvia; García González, Esther MaríaAuthority UCA; Jiménez Fontana, RocíoAuthority UCA; Solís Espallargas, Carmen
Date
2019-09
Department
Didáctica
Source
Sustainability 2019, 11(18), 4927
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 di erent 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.
Subjects
initial teacher training; sustainable consumption patterns; education for sustainable development; individual ecological footprint; transformative learning; sustainable competencies
Collections
  • Artículos Científicos [4821]
  • Articulos Científicos Didáctica [217]
Atribución 4.0 Internacional
This work is under a Creative Commons License Atribución 4.0 Internacional

Browse

All of RODINCommunities and CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

LoginRegister

Statistics

View Usage Statistics

Información adicional

AboutDeposit in RODINPoliciesGuidelinesRightsLinksStatisticsNewsFrequently Asked Questions

RODIN is available through

OpenAIREOAIsterRecolectaHispanaEuropeanaBaseDARTOATDGoogle Academic

Related links

Sherpa/RomeoDulcineaROAROpenDOARCreative CommonsORCID

RODIN está gestionado por el Área de Biblioteca, Archivo y Publicaciones de la Universidad de Cádiz

Contact informationSuggestionsUser Support