Skip to main content
SpringerLink
Log in

Basic Teacher Training Oriented Toward Sustainability: Why and How to Carry It Out Today?

  • Chapter
  • First Online:
Teaching Education for Sustainable Development at University Level

Part of the book series: World Sustainability Series ((WSUSE))

Abstract

The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires a global change on a political, social, and environmental level. To boost this change it is necessary to redirect education, and specifically Environmental Education for Sustainable Development, to educate citizens so that they are capable of making responsible, solidary and sustainable decisions. This requires educational initiatives promoted by higher education institutions for reorienting teacher education towards sustainability. With this aim we present and substantiate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems, bridging the gap between theory and practice. Its purpose is to enable future teachers to participate, individually and collectively, in the improvement of social-environmental problems, local and global, fostering sustainable life-styles, through teaching material designed for this purpose. Its implementation and evaluation shows that this experiential educational model promotes and favors sustainable actions in Faculties of Educational Science, responsible for basic teacher training in Spain. It also carries a multiplying effect, due to students’ professional perspectives, and it could be the basis for future proposals elsewhere.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alvarez, P., & Vega, P. (2009). Actitudes ambientales y conductas sostenibles: Implicaciones para la Educación Ambiental. Psicodidactica, 14, 245–260.

    Google Scholar 

  • Álvarez-Suárez, P., Vega-Marcote, P., & García-Mira, R. (2014). Sustainable consumption: A teaching intervention in Higher Education. International Journal of Sustainability in Higher Education, 15(1), 3–15.

    Article  Google Scholar 

  • Aznar-Minguet, P., & Ull, M. A. (2009). La formación de competencias básicas para el desarrollo sostenible: El papel de la Universidad (pp. 219–237). Special issue: Revista de Educación.

    Google Scholar 

  • Barth, M., Godemann, J., Rieckman, M., & Stoltenberg, U. (2007). Developing key competences for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8, 416–430.

    Article  Google Scholar 

  • Berryman, T., & Sauvé, L. (2013). Languages and discourses of education, environment, and sustainable development. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (p. 591). New York: Routledge.

    Google Scholar 

  • Bolívar, A. (2009). Deseñar e Avaliar por Competencias na Universidade; O EEES como reto. Vicerreitoría de Formación e Innovación Educativa, Universidade de Vigo, Vigo, Spain, 195 p.

    Google Scholar 

  • Boyes, E., & Stanisstreet, M. (2012). Environmental education for behaviour change: Which actions should be targeted? Journal of Science Education, 34, 1591–1614.

    Article  Google Scholar 

  • Carlsson, M., & Jensen, B. B. (2006). Encouraging environmental citizenship: The roles and challenges for schools. In A. Dobson & D. Bell (Eds.), Environmental citizenship (p. 292). Cambridge: MIT Press.

    Google Scholar 

  • Council of European Union. (2010). Council conclusions on education for sustainable development. European Union, Brussels. http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/117855.pdf. Last accessed September 1, 2015.

  • EU. (1999). The Bologna Declaration of 19 June 1999. Joint Declaration of the European Ministers of Education. European Union, Brussels.

    Google Scholar 

  • Eurydice. (2011). La enseñanza de las Ciencias en Europa: políticas nacionales, prácticas e investigación. Agencia Ejecutiva en el ámbito educativo, audiovisual y cultural, Brussels.

    Google Scholar 

  • Ferreira, J. (2013). Transformation, empowerment, and the governing of environmental conduct: Insights to be gained from a “history of the present” approach. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (p. 591). New York: Routledge.

    Google Scholar 

  • Forbes, C. T., & Davis, E. A. (2008). Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues. Science Education, 17, 829–854.

    Article  Google Scholar 

  • Forbes, C. T., & Zint, M. (2010). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. The Journal of Environmental Education, 42(1), 30–42.

    Article  Google Scholar 

  • García Bacete, F. J., Ferrá, P., Monjas, M. I., Marande, G. (2014). Las relaciones del profesorado con el alumnado en aulas del ciclo inicial de Educación Primaria. Adaptación del Questionnaire on Teacher Interaction-Early Primary (QTI-EP), 19, 1, 211–231.

    Google Scholar 

  • GEO-5. (2012). Fifth Global Environment Outlook: Summary for Policy Makers. United Nations Environment Programme, Nairobi. http://www.unep.org/geo/geo5.asp. Last accessed March 1, 2015.

  • Giddens, A. (2009). The politics of Climate Change. London: Wiley & Sons. 276 p.

    Google Scholar 

  • Gifford, R. (2014). Environmental psychology matters. Psychology, 65, 541–585.

    Article  Google Scholar 

  • Heimlich, J., & Ardoin, N. (2008). Understanding behavior to understand behavior change: A literature review. Environmental Education Research, 14(3), 215–237.

    Article  Google Scholar 

  • Hicks, D., & Holden, C. (1995). Exploring the future: A missing dimension in environmentaleducation. Environmental Education Research, 1(2), 185–193.

    Article  Google Scholar 

  • Hines, J.M., Hungerford, H. R., & Tomera, A. N. (1986/1987). Analysis and synthesis of research on responsible environmental behavior: a meta-analysis. The Journal of Environmental Education 18, 1–8.

    Google Scholar 

  • Holdsworth, S., Thomas, I., & Hegarty, K. (2013). Sustainability education: Theory and practice. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education. NewYork: Routledge.

    Google Scholar 

  • Jensen, B. B., & Schnack, K. (1997). The Action Competence approach in environmental education. Environmental Education Research 3(2), 163–178.

    Google Scholar 

  • Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An introduction. London: Springer. 296 p.

    Book  Google Scholar 

  • Klein, N. (2014). This changes everything: capitalism vs. the climate. Simon and Schuster, Otawa, 576 p.

    Google Scholar 

  • Kyburz-Graber, R. (2013). Socioecological approaches to environmental education and research: A paradigmatic response to behavioural change orientations. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (p. 591). New York: Routledge.

    Google Scholar 

  • Latouche, S. (2011). Vers une société d’abondance frugale: Contresenset controverses de la décroissance. Fayard: Mille et une Nuits. 180 p.

    Google Scholar 

  • Mogensen, F., & Mayer, M. (2005). Eco-schools: Trends and divergences. A Comparative Study on ECO-school development processes in 13 countries: Austrian Federal Ministry of Education, Science and Culture, Viena, 51 p. http://www.ubu10.dk/downloadfiles/comparative2.pdf. Last accessed May 1, 2015.

  • Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59–74.

    Article  Google Scholar 

  • NAAEE. (2011). Developing a framework for assessing environmental literacy: executive summary. North American Association for Environmental Education, Washington. http://www.naaee.net/sites/default/files/framework/DevFramewkAssessEnvLitOnlineEd.pdf. Last accessed March 12, 2015.

  • Novo, M. (2009). La Educación Ambiental: Una genuina para el desarrollo sostenible Revista de Educación, Special issue, 219–237.

    Google Scholar 

  • OECD. (2005). Definition and selection key competencies; executive summary. http://www.oecd.org/pisa/35070367.pdf. Last accessed April 1, 2015.

  • Räthzel, N., & Uzzell, D. (2009). Transformative environmental education: A collective rehearsal for reality. Environmental Education Research, 15(3), 263–277.

    Article  Google Scholar 

  • Reid, A., & Scott, W. (2013). Identifying needs in environmental education research. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (p. 591). New York: Routledge.

    Google Scholar 

  • Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207–320.

    Article  Google Scholar 

  • Rideout, B. E. (2005). The effects of a brief environmental problems module on endorsement of the New Ecological Paradigm in college students. Journal of Environmental Education, 37, 3–11.

    Article  Google Scholar 

  • Roorda, D. L., Koomen, H., Spilt, J. T., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 8(4), 493–529.

    Google Scholar 

  • Stern, P. C. (2000). Toward a coherent theory of environmentally significant behaviour. Journal of Social Issues, 56, 407–424.

    Article  Google Scholar 

  • Stern, M. J., Powell, R. B., & Ardoin, N. M. (2010). Evaluating a constructivist and culturally responsive approach to environmental education for diverse audiences. Journal of Environmental Education, 42(2), 109–122.

    Article  Google Scholar 

  • Stiefel, B. M. (2008). Competencias Básicas: Hacia un Nuevo Paradigma Educativo. Madrid: Narcea. 201 p.

    Google Scholar 

  • Stevenson. R. & Stirling, C. (2010). Environmental learning agency in diverse cultural contexts. In R. Stevenson, & J. Dillon, Engaging environmental education: Learning, culture and agency (254 p.). Rotterdam: Sense Publishers.

    Google Scholar 

  • Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1, 195–212.

    Article  Google Scholar 

  • Tilbury, D. (2012). Higher education for sustainability: A global overview of commitment and progress. In Higher Education in the World; Higher Education’s Commitment to Sustainability: from Understanding to Action. Hampshire: Palgrave MacMillan (185 p.).

    Google Scholar 

  • UN. (2000). 55/2. United Nations Millennium Declaration. General Assembly of United Nations. http://www.un.org/millennium/declaration/ares552e.htm. Last accessed May 1, 2015.

  • UN. (2011). Learning for the future: Competences in education for sustainable development; Economic Commission for Europe, Geneve. http://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf. Last accessed March 21, 2015.

  • UNESCO. (2005). Decade for sustainable development United Nations Decade (2005–2014). Vision and definition of ESD. http://portal.unesco.org. Last accessed April 22, 2015.

  • Uskola, A., Maguregi, G., & Jiménez-Aleixandre, M. P. (2010). The use of criteria in argumentation and the construction of environmental concepts: A university case study. International Journal of Science Education, 32, 17.

    Article  Google Scholar 

  • Varela-Losada, M., Pérez-Ródríguez, U., & Álvarez-Lires, M. (2014). Desarrollo de competencias docentes a partir de metodologías participativas aplicadas a educación ambiental. Formación Universitaria, 7(6), 27–36.

    Article  Google Scholar 

  • Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, P., & Álvarez-Lires, M. (2015). Going to action? A literature review on educational proposals in formal Environmental Education, Environmental Education Research, doi:10.1080/13504622.2015.1101751

    Google Scholar 

  • Vega Marcote, P., & Álvarez Suárez, P. (2011). La Agenda 21 y la Huella Ecológica como instrumentos para lograr una Universidad Sostenible. Enseñanza de las Ciencias, 29(2), 207–220.

    Google Scholar 

  • Vega, P., y Álvarez, P. (2012). Training of teachers in Spain towards sustainability. Implementation and analysis of “ecometodología”. European Journal of Teacher Education, 35(4), 494–510.

    Google Scholar 

  • Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability, 6, 203–218.

    Article  Google Scholar 

  • Worldwatch Institute. (2013). State of the World: Is sustainability still possible? Washington: The Worldwatch Institute. 200 p.

    Google Scholar 

  • Yavetz, B., D. Goldman, & Pe’er, S. (2009). Environmental literacy of pre‐service teachers in Israel: A comparison between students at the onset and end of their studies. Environmental Education Research 15(4), 393–415.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Didactics and Pedagogy, Faculty of Educational Sciences, University of A Coruña, A Coruña, 15071, Spain

    Pedro Vega-Marcote

  2. Department of Special Didactics, Faculty of Educational Sciences, University of Vigo, Pontevedra, 36005, Spain

    Mercedes Varela-Losada

Authors
  1. Pedro Vega-Marcote
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mercedes Varela-Losada
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Pedro Vega-Marcote .

Editor information

Editors and Affiliations

  1. Metropolitan University, HAW Hamburg and Manchester, Hamburg, Germany

    Walter Leal Filho

  2. University of Malta, Msida, Malta

    Paul Pace

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Vega-Marcote, P., Varela-Losada, M. (2016). Basic Teacher Training Oriented Toward Sustainability: Why and How to Carry It Out Today?. In: Leal Filho, W., Pace, P. (eds) Teaching Education for Sustainable Development at University Level. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-32928-4_6

Download citation

Publish with us

Policies and ethics

Search

Navigation