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Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

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  • Carlos Martínez-Hernández

    (Department of Didactics of Experimental and Social Sciences and Mathematics, Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain)

  • Francisco Javier Robles-Moral

    (Department of Experimental Sciences, Faculty of Education, University of Murcia, 30100 Murcia, Spain)

Abstract

Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer.

Suggested Citation

  • Carlos Martínez-Hernández & Francisco Javier Robles-Moral, 2023. "Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools," Sustainability, MDPI, vol. 15(24), pages 1-14, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:24:p:16624-:d:1295430
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    References listed on IDEAS

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    1. Tomás B. Ramos & Sandra Caeiro & Sara Moreno Pires & Nuno Videira, 2018. "How are new sustainable development approaches responding to societal challenges?," Sustainable Development, John Wiley & Sons, Ltd., vol. 26(2), pages 117-121, March.
    2. Francisco Javier Robles-Moral, 2021. "Learning about Sustainability and SDG with Future Primary Education Teachers in Initial Training," Social Sciences, MDPI, vol. 10(11), pages 1-12, October.
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