Competencies in Education for Sustainable Development: Exploring the Student Teachers' Views
Competencies in Education for Sustainable Development: Exploring the Student Teachers' Views
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DOI：
10.3390/su7032768
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发表时间：
2015-03-01
期刊：
影响因子：
3.9
通讯作者：
Junyent, Merce
中科院分区：
文献类型：
--
作者：
Cebrian, Gisela;Junyent, Merce
在高等教育方面，100多所大学签署了国际宣言，并承诺将可持续性纳入其业务、外联、教育和研究。然而，尽管在国家、区域和国际各级宣布了良好的意愿和政策发展，但在将可持续发展教育全面纳入课程方面取得的进展甚微。到目前为止，一些研究集中在大学生对可持续发展知识、技能和能力的看法和看法上，但很少有研究集中于实习教师对可持续发展教育的看法。本研究旨在探讨一组三十二位实习教师对可持续发展能力教育的看法和看法。研究工具为问卷调查。这项研究提供的证据表明，在一个与可持续发展教育有关的学校项目中，学生教师会优先考虑可持续发展教育(ESD)能力：获得与自然和自然科学有关的知识和实用技能，而不利于其他类型的学习，如在未来的小学生中促进伦理价值观、对可持续发展的积极态度和情绪管理。现有的可持续发展教育理论框架需要变得更加活跃，并融入现有的教师教育课程，以促进实习教师对可持续发展教育能力的认识和发展。
In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers' perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.