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Article

Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain

1
Faculty of Educational Sciences, University of Coruña, A Coruña 15071, Spain
2
Faculty of Educational Sciences, University of Vigo, Vigo 36005, Spain
3
Faculty of Educational Sciences, University of Granada, Granada 18002, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Ian Thomas
Sustainability 2015, 7(3), 2603-2622; https://doi.org/10.3390/su7032603
Received: 12 December 2014 / Revised: 25 February 2015 / Accepted: 25 February 2015 / Published: 3 March 2015
(This article belongs to the Special Issue Sustainability Approaches in Education)
The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires global change on a political, social and environmental level. To boost this change, it is necessary to redirect education and, specifically, environmental education, to educate citizens so that they are capable of making responsible decisions and behaving sustainably. The purpose of this study is to evaluate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems. Its final aim is to search for a model that enables students to participate, individually and collectively, in the solution of socio-environmental problems in their surroundings, but without losing the global perspective, and that fosters sustainable life styles. To do so, a quasi-experimental quantitative research was performed with two pretest-posttest phases to compare the results of an active and participative methodology with another more expository one. The results show significant differences in the knowledge, attitudes and intention of the behavior of the aspiring teachers. Thus, this first analysis shows that the experiential educational model promotes and favors sustainable actions in higher education (the faculty of educational science, responsible for basic teacher training) more efficiently and could be the basis for future proposals in this field. View Full-Text
Keywords: educational model; sustainable competencies; environmental education; teacher training educational model; sustainable competencies; environmental education; teacher training
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MDPI and ACS Style

Vega-Marcote, P.; Varela-Losada, M.; Álvarez-Suárez, P. Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain. Sustainability 2015, 7, 2603-2622. https://doi.org/10.3390/su7032603

AMA Style

Vega-Marcote P, Varela-Losada M, Álvarez-Suárez P. Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain. Sustainability. 2015; 7(3):2603-2622. https://doi.org/10.3390/su7032603

Chicago/Turabian Style

Vega-Marcote, Pedro, Mercedes Varela-Losada, and Pedro Álvarez-Suárez. 2015. "Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain" Sustainability 7, no. 3: 2603-2622. https://doi.org/10.3390/su7032603

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