Early Childhood Preservice Teachers’ View of Socio-Environmental Problems and Its Relationship to the Sustainable Development Goals
| Autor: | María Puig Gutiérrez, Alicia Guerrero Fernández, Lidia López-Lozano, Fátima Rodríguez-Marín |
|---|---|
| Přispěvatelé: | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Early childhood preservice teachers Interpretive descriptive methodological approach Geography Planning and Development TJ807-830 Sustainable development goals 010501 environmental sciences Management Monitoring Policy and Law TD194-195 01 natural sciences Renewable energy sources Socio-environmental problems Formative assessment Socio-environmental crises 0502 economics and business Didactical implications Sustainable consumption GE1-350 Early childhood Sociology 0105 earth and related environmental sciences Sustainable development Poverty Environmental effects of industries and plants Renewable Energy Sustainability and the Environment business.industry 05 social sciences Citizen journalism Building and Construction Public relations Environmental sciences Descriptive research Socio-environmental concerns business 050203 business & management |
| Zdroj: | Arias Montano. Repositorio Institucional de la Universidad de Huelva instname Sustainability, Vol 12, Iss 7163, p 7163 (2020) Sustainability Volume 12 Issue 17 idUS: Depósito de Investigación de la Universidad de Sevilla Universidad de Sevilla (US) idUS. Depósito de Investigación de la Universidad de Sevilla |
| Popis: | In the face of the socio-environmental crisis in which we are immersed, the initial training of teachers must assume the work in favor of a critical, committed, participatory citizenry capable of responding to the socio-environmental problems of the current and future world. The analysis of the initial 61 research projects on socio-environmental problems of four classes involving 240 students of the Degree in Early Childhood Education at the University of Seville (Seville, Spain) is presented. Under an interpretive descriptive approach according to a category system based on the Sustainable Development Goals (SDGs) established by the UN (2015) and its targets, we can learn about their socio-environmental concerns and how they relate to the current 2030 Agenda. We obtain that of the 17 SDGs, around half of the final 42 research projects analyzed focus on sustainable consumption and project patterns and climate change, while problems related to poverty, hunger, or peace do not arise. In addition to allowing us to draw a portrait of the socio-environmental concerns of early childhood preservice teachers, the data obtained also gave us the opportunity to ponder the didactic possibilities that these types of formative activities bring to the training of teachers who are critical and committed to transforming the world. |
| Databáze: | OpenAIRE |
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