Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education
| Autor: | José María Cardeñoso Domingo, Rocío Jiménez-Fontana, Francisco Manuel Moreno-Pino, Pilar Azcárate Goded |
|---|---|
| Přispěvatelé: | Didáctica |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Early childhood education
Higher education Geography Planning and Development Primary education TJ807-830 010501 environmental sciences Management Monitoring Policy and Law TD194-195 01 natural sciences teacher training Renewable energy sources Syllabus critical mathematics education Mathematics education GE1-350 Curriculum sustainability competencies 0105 earth and related environmental sciences Environmental effects of industries and plants Renewable Energy Sustainability and the Environment business.industry 05 social sciences 050301 education Higher Education Environmental sciences Critical thinking Content analysis Sustainability curriculum for sustainability business EDINSOST project 0503 education |
| Zdroj: | Sustainability 2021, 13(10), 5629 RODIN. Repositorio de Objetos de Docencia e Investigación de la Universidad de Cádiz instname Sustainability Volume 13 Issue 10 Sustainability, Vol 13, Iss 5629, p 5629 (2021) |
| Popis: | This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go. |
| Databáze: | OpenAIRE |
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