Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)
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López Alcarria, Abigail; Poza Vilches, María De Fátima; Pozo Llorente, María Teresa; Gutiérrez Pérez, JoséEditorial
MDPI
Materia
Education for sustainability Curricular innovation Sustainability management Teacher training Action research Water Waste material Energy Eco-school Early childhood education
Date
2021Referencia bibliográfica
López-Alcarria, A.; Poza-Vilches, M.F.; Pozo-Llorente, M.T.; Gutiérrez-Pérez, J. Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC). Water 2021, 13, 145. https://doi.org/ 10.3390/w13020145
Sponsorship
Project: "Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities" B-SEJ-424-UGR18Abstract
The main argument defended in this article is that the involvement of teachers in decisionmaking about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A
group of early childhood education teachers across various institutions work under a collaborative
action-research model for an entire year that is focussed on the following: (1) the institution’s water,
solid waste, and energy management; (2) the planning of innovative activities related to water, solid
waste, and energy, and; (3) participation in transformative actions that involve families and impact
their neighbourhoods. The experience enables the building of a theoretical model of teacher training
aimed at acquiring action skills from a comprehensive perspective of triple helix environmental
literacy (management, research/innovation, and teaching) that affects their commitments to the
management of environmental resources, the eco-auditing of their eco-school, the curricular greening
of activities, the renewal of educational programs, and the implementation of an action-research
focussed on aspects related to sustainability.