<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/59327">
      <dc:title>Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices</dc:title>
      <dc:creator>Olmos Gómez, María Del Carmen</dc:creator>
      <dc:creator>Estrada Vidal, Ligia Isabel</dc:creator>
      <dc:creator>Ruiz Garzón, Francisca</dc:creator>
      <dc:creator>López Cordero, Rafael</dc:creator>
      <dc:creator>Mohamed Mohand, Laila</dc:creator>
      <dc:subject>Teacher training</dc:subject>
      <dc:subject>Environmental education</dc:subject>
      <dc:subject>Teaching competencies</dc:subject>
      <dc:subject>Education for Sustainable Development</dc:subject>
      <dc:subject>Teacher training prior to service</dc:subject>
      <dc:description>The aim of the present research was to uncover the opinions of future teachers about&#xd;
whether the formative knowledge of education for sustainability received in seminars during their&#xd;
practicums improved their competencies in sustainability and their values in educational teaching&#xd;
for their future classroom practice. The study entailed qualitative research with a thematic analysis.&#xd;
Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were&#xd;
used to solicit the opinions of 52 future teachers with respect to the importance of sustainability&#xd;
and the development of intercultural competencies among their students. The information from&#xd;
the interviews was analyzed using thematic analysis on the basis of education for sustainable&#xd;
development (ESD).We conclude that the teachers’ practicum placements and training experiences&#xd;
were very positive because a lecturing pedagogical approach, taught via practical application&#xd;
in a school environment by an expert of recognized prestige, can be a useful resource to develop&#xd;
awareness of both sustainable development and its education, as well as to learn didactic strategies&#xd;
to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance&#xd;
and empathy.</dc:description>
      <dc:date>2020-01-31T09:52:33Z</dc:date>
      <dc:date>2020-01-31T09:52:33Z</dc:date>
      <dc:date>2019-12-16</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>Olmos-Gómez, M., Estrada-Vidal, L. I., Ruiz-Garzón, F., López-Cordero, R., &amp; Mohamed-Mohand, L. (2019). Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices. Sustainability, 11(24), 7222.</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/59327</dc:identifier>
      <dc:identifier>10.3390/su11247222</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución 3.0 España</dc:rights>
      <dc:publisher>MDPI</dc:publisher>
   </ow:Publication>
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