Implementing pedagogical approaches for ESD in initial teacher training at spanish Universities

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To access the full text documents, please follow this link: http://hdl.handle.net/20.500.12328/1274

dc.contributor.author	Albareda-Tiana, Silvia
dc.contributor.author	García-González, Esther
dc.contributor.author	Jiménez-Fontana, Rocío
dc.contributor.author	Solís-Espallargas, Carmen
dc.date	2019-10-28T09:38:20Z
dc.date	2019-10-28T09:38:20Z
dc.date	2019-09-09
dc.identifier	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
dc.identifier	2071-1050
dc.identifier	https://doi.org/10.3390/su11184927
dc.identifier.uri	http://hdl.handle.net/20.500.12328/1274
dc.description	This article belongs to the Special Issue Sustainability in Teacher Education
dc.description	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.
dc.format	19
dc.format	application/pdf
dc.language	eng
dc.publisher	MDPI
dc.relation	Sustainability
dc.relation	11;18
dc.rights	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Desenvolupament sostenible
dc.subject	Sustainable development
dc.subject	Desarrollo sostenible
dc.subject	Educació
dc.subject	Education
dc.subject	Educación
dc.subject	Professors--Formació
dc.subject	Teachers--Training of
dc.subject	Profesores--Formación profesional
dc.subject	37
dc.title	Implementing pedagogical approaches for ESD in initial teacher training at spanish Universities
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/acceptedVersion

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