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Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

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  • Mª del Carmen Olmos-Gómez

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain)

  • Ligia Isabel Estrada-Vidal

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain)

  • Francisca Ruiz-Garzón

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain)

  • Rafael López-Cordero

    (Department of Didactics on Social Science, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain)

  • Laila Mohamed-Mohand

    (Department of Developmental and Educational Psychology, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain)

Abstract

The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

Suggested Citation

  • Mª del Carmen Olmos-Gómez & Ligia Isabel Estrada-Vidal & Francisca Ruiz-Garzón & Rafael López-Cordero & Laila Mohamed-Mohand, 2019. "Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices," Sustainability, MDPI, vol. 11(24), pages 1-21, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:7222-:d:298602
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    Cited by:

    1. Javier Orozco-Messana & Elena de la Poza-Plaza & Raimon Calabuig-Moreno, 2020. "Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop," Sustainability, MDPI, vol. 12(3), pages 1-13, February.
    2. Francisca Ruiz-Garzón & María del Carmen Olmos-Gómez & Ligia Isabel Estrada-Vidal, 2021. "Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs," Sustainability, MDPI, vol. 13(9), pages 1-19, April.
    3. María del Carmen Olmos-Gómez & Mónica Luque Suárez & Concetta Ferrara & Eva María Olmedo-Moreno, 2020. "Quality of Higher Education through the Pursuit of Satisfaction with a Focus on Sustainability," Sustainability, MDPI, vol. 12(6), pages 1-20, March.
    4. Jennifer Bernstein, 2020. "(Dis)agreement over what? The challenge of quantifying environmental worldviews," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 169-177, June.
    5. Lorenz Probst, 2022. "Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020," Sustainability, MDPI, vol. 14(6), pages 1-24, March.
    6. Małgorzata Dzimińska & Justyna Fijałkowska & Łukasz Sułkowski, 2020. "A Conceptual Model Proposal: Universities as Culture Change Agents for Sustainable Development," Sustainability, MDPI, vol. 12(11), pages 1-23, June.
    7. Tanja Tillmanns & Alfredo Salomão Filho, 2020. "Reflecting on Partnerships of Sustainability Learning: Enacting a Lewin–Deleuze–Guattari Rhizome," Sustainability, MDPI, vol. 12(22), pages 1-11, November.
    8. E. I. Ahmad-Kamil & Sharifah Zarina Syed Zakaria & Murnira Othman, 2022. "What Teachers Should Know for Effective Marine Litter Education: A Scoping Review," Sustainability, MDPI, vol. 14(7), pages 1-21, April.
    9. Ligia Isabel Estrada-Vidal & María del Carmen Olmos-Gómez & Rafael López-Cordero & Francisca Ruiz-Garzón, 2020. "The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development," IJERPH, MDPI, vol. 17(15), pages 1-19, July.

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