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Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València

Author

Listed:
  • Pilar Aznar

    (Departamento de Teoría de la Educación, Universitat de València, 46010 Valencia, Spain)

  • María Calero

    (Departamento de Didáctica de las Ciencias Experimentales y Sociales, Universitat de València, 46022 Valencia, Spain)

  • María Pilar Martínez-Agut

    (Departamento de Teoría de la Educación, Universitat de València, 46010 Valencia, Spain)

  • Olga Mayoral

    (Departamento de Didáctica de las Ciencias Experimentales y Sociales, Universitat de València, 46022 Valencia, Spain)

  • Àngels Ull

    (Estructura de Recerca Interdisciplinar de Estudios de Sostenibilidad, Universitat de València, 46022 Valencia, Spain)

  • Victoria Vázquez-Verdera

    (Departamento de Teoría de la Educación, Universitat de València, 46010 Valencia, Spain)

  • Amparo Vilches

    (Departamento de Didáctica de las Ciencias Experimentales y Sociales, Universitat de València, 46022 Valencia, Spain)

Abstract

Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and their expected contribution to the 17 SDGs in the United Nations 2030 Agenda. The results of this research point to the need to promote collaborative work across disciplines in order to engage teachers in the transition to sustainability and encourage them to participate in the research process.

Suggested Citation

  • Pilar Aznar & María Calero & María Pilar Martínez-Agut & Olga Mayoral & Àngels Ull & Victoria Vázquez-Verdera & Amparo Vilches, 2018. "Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València," Sustainability, MDPI, vol. 10(11), pages 1-14, November.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:11:p:4170-:d:182403
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    References listed on IDEAS

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    1. Mª Ángeles Murga-Menoyo, 2014. "Learning for a Sustainable Economy: Teaching of Green Competencies in the University," Sustainability, MDPI, vol. 6(5), pages 1-19, May.
    2. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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    Cited by:

    1. Mayte Gómez Marcos & Marcelo Ruiz Toledo & Claudio Ruff Escobar, 2022. "Towards Inclusive Higher Education: A Multivariate Analysis of Social and Gender Inequalities," Societies, MDPI, vol. 12(6), pages 1-15, December.
    2. Krzysztof Dmytrów & Beata Bieszk-Stolorz & Joanna Landmesser-Rusek, 2022. "Sustainable Energy in European Countries: Analysis of Sustainable Development Goal 7 Using the Dynamic Time Warping Method," Energies, MDPI, vol. 15(20), pages 1-17, October.
    3. Ramón Martínez-Medina & José C. Arrebola, 2019. "Analysis of Sustainability Activities in Spanish Elementary Education Textbooks," Sustainability, MDPI, vol. 11(19), pages 1-14, September.
    4. Javier Montero-Pau & Nuria Álvaro & Valentín Gavidia & Olga Mayoral, 2020. "Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs," Sustainability, MDPI, vol. 12(8), pages 1-15, April.
    5. Małgorzata Dzimińska & Justyna Fijałkowska & Łukasz Sułkowski, 2020. "A Conceptual Model Proposal: Universities as Culture Change Agents for Sustainable Development," Sustainability, MDPI, vol. 12(11), pages 1-23, June.
    6. Delfín Ortega-Sánchez & Almudena Alonso-Centeno & Miguel Corbí, 2020. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers," Sustainability, MDPI, vol. 12(14), pages 1-10, July.
    7. Alicia Giner-Baixauli & Hugo Corbí & Olga Mayoral, 2024. "Exploring the Intersection of Paleontology and Sustainability: Enhancing Scientific Literacy in Spanish Secondary School Students," Sustainability, MDPI, vol. 16(14), pages 1-21, July.
    8. Mª del Carmen Olmos-Gómez & Ligia Isabel Estrada-Vidal & Francisca Ruiz-Garzón & Rafael López-Cordero & Laila Mohamed-Mohand, 2019. "Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices," Sustainability, MDPI, vol. 11(24), pages 1-21, December.

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