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The Vision of Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach

Author

Listed:
  • Silvia Lorente-Echeverría

    (Faculty of Education, University of Zaragoza, Pedro Cerbuna, 12, 50009 Zaragoza, Spain)

  • Inma Canales-Lacruz

    (Faculty of Education, University of Zaragoza, Pedro Cerbuna, 12, 50009 Zaragoza, Spain)

  • Berta Murillo-Pardo

    (Faculty of Education, University of Zaragoza, Pedro Cerbuna, 12, 50009 Zaragoza, Spain)

Abstract

This study was established as an interpretive or phenomenological approach, based on a content analysis of the vision of future primary education teachers for education for sustainable development and its relationship with professional sustainability competencies. The sample consisted of 367 people—113 men, 247 women, and 7 who preferred not to say—with an average age of 21.82 ± 2.56, all of whom were studying for a Primary Education teaching degree at the Universities of Zaragoza and Granada in Spain. The content analysis process followed the phases proposed by Bardin: pre-analysis, based on an adaptation of the Cebrián and Junyent questionnaire; exploitation of the material, wherein the fragments to be coded were selected and coded one by one, by consensus between the three researchers; data processing and interpretation, using the QRS NVIVO 11 software. The main results show that respect, coexistence, and collaboration are the normative principles that regulate behavior and that the competencies related to education for sustainability have to do with managing emotions, critical thinking, clarifying values, and contextualizing problems. Furthermore, there is a lack of pragmatism that shows the need to develop the field of education for sustainable development through experiential, interdisciplinary, collaborative, and critical educational plans and projects.

Suggested Citation

  • Silvia Lorente-Echeverría & Inma Canales-Lacruz & Berta Murillo-Pardo, 2022. "The Vision of Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach," Sustainability, MDPI, vol. 14(18), pages 1-16, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11267-:d:910147
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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. Franziska Bertschy & Christine Künzli & Meret Lehmann, 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 5(12), pages 1-14, November.
    3. Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    4. 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.
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    Cited by:

    1. Eliyawati & Ari Widodo & Ida Kaniawati & Hiroki Fujii, 2023. "The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD," Sustainability, MDPI, vol. 15(4), pages 1-14, February.
    2. Youmen Chaaban & Xiangyun Du & Adrian Lundberg & Abdullah Abu-Tineh, 2023. "Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research," Sustainability, MDPI, vol. 15(3), pages 1-18, January.

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