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Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change

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  • Álvaro-Francisco Morote

    (Department of Experimental and Social Sciences Education, University of Valencia, 46022 Valencia, Spain)

  • María Hernández

    (Department of Regional Geographical Analysis and Physical Geography, University of Alicante, 03690 Alicante, Spain)

  • Jorge Olcina

    (Department of Regional Geographical Analysis and Physical Geography, University of Alicante, 03690 Alicante, Spain)

Abstract

The aims of this research, based on a case study (trainee teachers of Primary degree and Secondary Education–MAES of the University of Valencia, Spain), are to analyse the students’ memories and perceptions of their training about floods; to examine the interest in teaching these contents in Social Science and/or Geography classes; and to analyse their proposals to improve teacher training. Methodologically, a questionnaire was distributed among 204 future teachers. The results indicate that the majority, in both groups, (degree and MAES) consider themselves to have a medium level of preparedness to teach these contents to schoolchildren (value of 3): 47.0% of the degree students and 47.4% of the MAES students. In both groups, the majority (89.2% degree; 57.9% MAES) indicate that they had not received training in the university or if they had, it had been insufficient. The study reveals that both those who have received training and those who have not believe themselves to have a similar level of preparedness. As the results of this study show, there is still a lot of ground to be covered in the field of education so that it may become an essential tool to generate a society that is more resilient to climate change.

Suggested Citation

  • Álvaro-Francisco Morote & María Hernández & Jorge Olcina, 2021. "Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change," Sustainability, MDPI, vol. 13(15), pages 1-21, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8560-:d:606013
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    References listed on IDEAS

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    1. Álvaro-Francisco Morote & María Hernández, 2020. "Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Region," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    2. Albert Satorra & Peter Bentler, 2010. "Ensuring Positiveness of the Scaled Difference Chi-square Test Statistic," Psychometrika, Springer;The Psychometric Society, vol. 75(2), pages 243-248, June.
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    Cited by:

    1. Hiromi Kawasaki & Satoko Yamasaki & Mio Yamakido & Yoshihiro Murata, 2022. "Introductory Disaster Training for Aspiring Teachers: A Pilot Study," Sustainability, MDPI, vol. 14(6), pages 1-12, March.
    2. Hiromi Kawasaki & Satoko Yamasaki & Mina Kurokawa & Hiroshi Tamura & Kei Sonai, 2022. "Relationship between Teachers’ Awareness of Disaster Prevention and Concerns about Disaster Preparedness," Sustainability, MDPI, vol. 14(13), pages 1-11, July.
    3. Hiromi Kawasaki & Masahiro Kawasaki & Md Moshiur Rahman & Satoko Yamasaki & Yoshihiro Murata, 2021. "Basic Training of Teachers and Public Health Nurses for Communication with Residents for Smooth Shelter Management: A Pilot Study," Sustainability, MDPI, vol. 13(18), pages 1-15, September.

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