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A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

Author

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  • Fátima Poza-Vilches

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

  • Abigail López-Alcarria

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

  • Nerea Mazuecos-Ciarra

    (Department Methods of Research, Faculty of Education, University of Granada, 10871 Granada, Spain)

Abstract

Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.

Suggested Citation

  • Fátima Poza-Vilches & Abigail López-Alcarria & Nerea Mazuecos-Ciarra, 2019. "A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context," Sustainability, MDPI, vol. 11(6), pages 1-25, March.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:6:p:1568-:d:214031
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    Citations

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    Cited by:

    1. Ana Alexandra Gora & Simona Cătălina Ștefan & Ștefan Cătălin Popa & Cătălina Florentina Albu, 2019. "Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach," Sustainability, MDPI, vol. 11(17), pages 1-21, September.
    2. Barbara Mazur & Anna Walczyna & Matylda Bojar, 2021. "Structure of Competences of Lublin University of Technology Students in the Field of Sustainable Development," European Research Studies Journal, European Research Studies Journal, vol. 0(Special 2), pages 394-404.
    3. Manuel Rodríguez-Martín & Diego Vergara & Pablo Rodríguez-Gonzálvez, 2020. "Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates," Sustainability, MDPI, vol. 12(18), pages 1-17, September.
    4. María de Fátima Poza-Vilches & José Gutiérrez-Pérez & María Teresa Pozo-Llorente, 2020. "Quality Criteria to Evaluate Performance and Scope of 2030 Agenda in Metropolitan Areas: Case Study on Strategic Planning of Environmental Municipality Management," IJERPH, MDPI, vol. 17(2), pages 1-29, January.
    5. Miguel Angel Pena-Cerezo & Miren Artaraz-Minon & Jorge Tejedor-Nunez, 2019. "Analysis of the Consciousness of University Undergraduates for Sustainable Consumption," Sustainability, MDPI, vol. 11(17), pages 1-20, August.
    6. Enrique Carmona-Medeiro & José María Cardeñoso Domingo, 2021. "Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training," Sustainability, MDPI, vol. 13(15), pages 1-24, August.
    7. Julia Lohmann & Jennifer Breithecker & Ulrike Ohl & Petra Gieß-Stüber & Hans Peter Brandl-Bredenbeck, 2021. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education," Sustainability, MDPI, vol. 13(23), pages 1-26, December.
    8. Arturo Realyvásquez-Vargas & Aidé Aracely Maldonado-Macías & Karina Cecilia Arredondo-Soto & Yolanda Baez-Lopez & Teresa Carrillo-Gutiérrez & Guadalupe Hernández-Escobedo, 2020. "The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico," Sustainability, MDPI, vol. 12(21), pages 1-22, November.
    9. 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.
    10. Herlambang Herlambang & Amelia Dwi Fitri & Amirul Mukminin & Muhaimin Muhaimin & Marzul Hidayat & Elfiani Elfiani & Nyimas Natasha Ayu Shafira & Anggelia Puspasari & Susan Tarawifa & Ahmad Abdun Salam, 2021. "Quality Assurance for Sustainable Higher Education: Structural Equation Modeling," Sustainability, MDPI, vol. 13(9), pages 1-14, April.
    11. Barbara Mazur & Anna Walczyna, 2022. "Sustainable Development Competences of Engineering Students in Light of the Industry 5.0 Concept," Sustainability, MDPI, vol. 14(12), pages 1-17, June.
    12. Figen Akça, 2019. "Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy," Sustainability, MDPI, vol. 11(23), pages 1-16, December.

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