Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities

Sustainability

Aina Calvo-Sastre¹  Olaya Álvarez-García¹  Francisca Salvà-Mut¹  LuisÁngel García-Escudero² 

[1] Faculty of Education, University of Balearic Islands, 07122 Palma, Spain;School of Industrial Engineering, University of Valladolid, 47011 Valladolid, Spain;

关键词: education for sustainable development;    environmental education;    pre-service teacher training;    environmental competencies;    influential variables;   

DOI  :  10.3390/su11164412

来源: DOAJ

【 摘 要 】

This paper analyzed the relationship that certain demographic and educational variables might have on the training in environmental education (EE) received by undergraduate students enrolled in a Degree in Primary Education (DPE) at two Spanish universities. For this purpose, they were given a questionnaire to assess the link between certain personal and educational characteristics relating to the students in the sample (n = 274) and three components of an environmental competence (EC) model: environmental knowledge, attitudes, and behaviors. The results indicate that variables like gender, the students’ habitual place of residence, the type of leisure activities they undertook, and some educational factors had a significant impact on the acquisition of the said competencies. In light of these outcomes, the paper reflects on the possible role that non-university contexts might play in environmental education for pre-service teachers.

【 授权许可】

Unknown