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How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

Author

Listed:
  • Mercedes Varela-Losada

    (Faculty of Education and Sport Sciences, University of Vigo, A Xunqueira, 36005 Pontevedra, Spain)

  • Azucena Arias-Correa

    (Faculty of Education and Sport Sciences, University of Vigo, A Xunqueira, 36005 Pontevedra, Spain)

  • Uxío Pérez-Rodríguez

    (Faculty of Education and Sport Sciences, University of Vigo, A Xunqueira, 36005 Pontevedra, Spain)

  • Pedro Vega-Marcote

    (Faculty of Education Sciences, University of A Coruña, Campus Elviña, 15071 A Coruña, Spain)

Abstract

The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges.

Suggested Citation

  • Mercedes Varela-Losada & Azucena Arias-Correa & Uxío Pérez-Rodríguez & Pedro Vega-Marcote, 2019. "How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:16:p:4309-:d:256144
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    References listed on IDEAS

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    1. Pedro Vega-Marcote & Mercedes Varela-Losada & Pedro Álvarez-Suárez, 2015. "Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain," Sustainability, MDPI, vol. 7(3), pages 1-20, March.
    2. Carla Farinha & Sandra Caeiro & Ulisses Azeiteiro, 2019. "Sustainability Strategies in Portuguese Higher Education Institutions: Commitments and Practices from Internal Insights," Sustainability, MDPI, vol. 11(11), pages 1-25, June.
    3. Christine Kreuzer & Susanne Weber & Mona Off & Tobias Hackenberg & Chiara Birk, 2019. "Shedding Light on Realized Sustainable Consumption Behavior and Perceived Barriers of Young Adults for Creating Stimulating Teaching–Learning Situations," Sustainability, MDPI, vol. 11(9), pages 1-18, May.
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    Cited by:

    1. Antonia Lozano-Díaz & Juan S. Fernández-Prados, 2020. "Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    2. Patricia Esteve-Guirao & Mercedes Jaén García & Isabel Banos-González, 2019. "The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    3. Fermín Sánchez-Carracedo & Francisco Manuel Moreno-Pino & Daniel Romero-Portillo & Bárbara Sureda, 2021. "Education for Sustainable Development in Spanish University Education Degrees," Sustainability, MDPI, vol. 13(3), pages 1-24, January.
    4. Pilar Buil & Olga Roger-Loppacher & Mireia Tintoré, 2019. "Creating the Habit of Recycling in Early Childhood: A Sustainable Practice in Spain," Sustainability, MDPI, vol. 11(22), pages 1-19, November.
    5. Sung-Shun Weng & Yang Liu & Yen-Ching Chuang, 2019. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model," Sustainability, MDPI, vol. 11(19), pages 1-23, October.
    6. M. Rut Jiménez-Liso & Manuela González-Herrera & Isabel Banos-González, 2020. "Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef," Sustainability, MDPI, vol. 12(11), pages 1-20, June.
    7. 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.
    8. Mercedes Varela-Losada & Pedro Vega-Marcote & María Lorenzo-Rial & Uxío Pérez-Rodríguez, 2021. "The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training," Sustainability, MDPI, vol. 13(2), pages 1-19, January.

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