Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

del Carmen Olmos-Gómez Mª, Ligia Isabel Estrada-Vidal, Francisca Ruiz-Garzón, Rafael López-Cordero and Laila Mohamed-Mohand
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del Carmen Olmos-Gómez Mª: Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Ligia Isabel Estrada-Vidal: Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Francisca Ruiz-Garzón: Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Rafael López-Cordero: Department of Didactics on Social Science, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Laila Mohamed-Mohand: Department of Developmental and Educational Psychology, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain

Sustainability, 2019, vol. 11, issue 24, 1-21

Abstract: The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

Keywords: teacher training; education for sustainable development; environmental education; teaching competencies; teacher training prior to service; teacher training curriculum and teacher training programs (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (9)

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