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Early Childhood Preservice Teachers’ View of Socio-Environmental Problems and Its Relationship to the Sustainable Development Goals

Author

Listed:
  • Fátima Rodríguez-Marín

    (Department of Science Education and Social Science Education, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • María Puig Gutiérrez

    (Department of Science Education and Social Science Education, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Lidia López-Lozano

    (Department of Integrated Didactics, Faculty of Education, Psychology and Sports Sciences, University of Huelva, 21007 Huelva, Spain)

  • Alicia Guerrero Fernández

    (Department of Science Education and Social Science Education, Faculty of Education, University of Seville, 41013 Seville, Spain)

Abstract

In the face of the socio-environmental crisis in which we are immersed, the initial training of teachers must assume the work in favor of a critical, committed, participatory citizenry capable of responding to the socio-environmental problems of the current and future world. The analysis of the initial 61 research projects on socio-environmental problems of four classes involving 240 students of the Degree in Early Childhood Education at the University of Seville (Seville, Spain) is presented. Under an interpretive descriptive approach according to a category system based on the Sustainable Development Goals (SDGs) established by the UN (2015) and its targets, we can learn about their socio-environmental concerns and how they relate to the current 2030 Agenda. We obtain that of the 17 SDGs, around half of the final 42 research projects analyzed focus on sustainable consumption and project patterns and climate change, while problems related to poverty, hunger, or peace do not arise. In addition to allowing us to draw a portrait of the socio-environmental concerns of early childhood preservice teachers, the data obtained also gave us the opportunity to ponder the didactic possibilities that these types of formative activities bring to the training of teachers who are critical and committed to transforming the world.

Suggested Citation

  • Fátima Rodríguez-Marín & María Puig Gutiérrez & Lidia López-Lozano & Alicia Guerrero Fernández, 2020. "Early Childhood Preservice Teachers’ View of Socio-Environmental Problems and Its Relationship to the Sustainable Development Goals," Sustainability, MDPI, vol. 12(17), pages 1-14, September.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:7163-:d:407738
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    References listed on IDEAS

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    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    2. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    3. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    4. Francisco Zamora-Polo & Jesús Sánchez-Martín & Mario Corrales-Serrano & Luis Espejo-Antúnez, 2019. "What Do University Students Know about Sustainable Development Goals? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population," Sustainability, MDPI, vol. 11(13), pages 1-19, June.
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