Special Issue "Sustainability in Teacher Education"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 October 2019.

Special Issue Editors

Guest Editor
Prof. Dr. Jaume Sureda-Negre Website E-Mail
Department of Applied Pedagogy and Educational Psychology, Universitat de les Illes Balears, Palma (Illes Balears), Spain
Interests: training, work and equity; academic integrity and social and educational uses of the TIC; teacher training and education for sustainability
Guest Editor
Dra. Olaya Álvarez-García Website E-Mail
Department of Applied Pedagogy and Educational Psychology, Universitat de les Illes Balears, Palma (Illes Balears), Spain
Interests: training, work and equity; Academic integrity and social and educational uses of the TIC; teacher training and education for sustainability

Special Issue Information

Dear Colleagues,

This Special Issue will comprise a selection of papers addressing teacher education in sustainability. Teachers play an important role in promoting environmentally responsible citizenship. Teacher education in sustainability should be considered essential for introducing Education for Sustainable Development (ESD) in schools. However, for this education to be effective adequate training of pre-service and in-service teachers is needed. Higher education and other in-service training systems need to be reviewed to establish basic teacher’s competences in sustainability, as well as to analyze which pedagogic/didactic methodologies are the most appropriate to improve such competences.

This Special Issue focuses on studies evaluating and analyzing the relationship between ESD and teacher training. Authors from different disciplines, such as education, psychology, social sciences and other disciplines related to sustainable development issue are invited to submit their papers. Theoretical and applied research articles are welcome. Submissions for the Special Issue could relate, but are not limited, to the following topics:

  • Teacher training and ESD
  • Pre-service and in-service teacher education and ESD
  • Teacher Education Curriculum and ESD
  • Teacher evaluation and ESD
  • Teacher competencies in ESD
  • Policies for teacher training in ESD
  • Innovation of higher education institutions for teacher training in ESD

Prof. Dr. Jaume Sureda-Negre
Dra. Olaya Álvarez-García
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1700 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education for sustainable development
  • environmental education
  • teacher education
  • teacher competencies
  • pre-service teacher education
  • in-service teacher education
  • teacher education curriculum
  • teacher education programs

Published Papers (4 papers)

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Research

Open AccessArticle
Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities
Sustainability 2019, 11(18), 4927; https://doi.org/10.3390/su11184927 - 09 Sep 2019
Abstract
Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), [...] Read more.
Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability. Full article
(This article belongs to the Special Issue Sustainability in Teacher Education)
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Open AccessArticle
Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities
Sustainability 2019, 11(16), 4412; https://doi.org/10.3390/su11164412 - 15 Aug 2019
Abstract
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Sustainability in Teacher Education)
Open AccessArticle
How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain
Sustainability 2019, 11(16), 4309; https://doi.org/10.3390/su11164309 - 09 Aug 2019
Abstract
The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate [...] Read more.
The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges. Full article
(This article belongs to the Special Issue Sustainability in Teacher Education)
Open AccessArticle
Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective
Sustainability 2019, 11(9), 2528; https://doi.org/10.3390/su11092528 - 01 May 2019
Abstract
Teaching and learning of concepts within the science, technology, society, and environment (STSE) approach, such as energy, are key elements in improving students’ competencies in sustainability within the framework of environmental education. The overall objective of this research has been to analyze the [...] Read more.
Teaching and learning of concepts within the science, technology, society, and environment (STSE) approach, such as energy, are key elements in improving students’ competencies in sustainability within the framework of environmental education. The overall objective of this research has been to analyze the concept of energy in secondary education curriculum from a sustainable perspective. Likewise, the levels of cognitive demand in the curriculum for the students’ acquisition of the concept are analyzed. The design of the research is a descriptive, exploratory type, with mixed qualitative and quantitative analysis of the obtained data. A methodology similar to that carried out in other researches was followed, and an analysis established a system of categories to classify the references found. The results obtained reveal that the regulations that govern teaching of secondary education (12–18 years) deal in depth, and in an compulsory way, with the concept of energy. However, more action is required to promote sustainability at all stages of education, in order to alleviate current and future environmental problems. Full article
(This article belongs to the Special Issue Sustainability in Teacher Education)
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