@misc{10481/59327,
year = {2019},
month = {12},
url = {http://hdl.handle.net/10481/59327},
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.},
publisher = {MDPI},
keywords = {Teacher training},
keywords = {Environmental education},
keywords = {Teaching competencies},
keywords = {Education for Sustainable Development},
keywords = {Teacher training prior to service},
title = {Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices},
doi = {10.3390/su11247222},
author = {Olmos Gómez, María Del Carmen and Estrada Vidal, Ligia Isabel and Ruiz Garzón, Francisca and López Cordero, Rafael and Mohamed Mohand, Laila},
}