The evolution of soil chemical properties over 20 years was monitored to assess the effects of the change in soil management from a rainfed to an irrigated model and the use of organic amendments and crop rotation. Intensive agriculture has been the activity that has caused most degradation and contamination of this soil. Long-term monitoring of the soil profile made it possible to assess its response to the application of sustainable agricultural techniques intended to offset these effects. Three profiles of the same soil were studied—P1 (1998), P2 (2003), P3 (2017)—to show the evolution in time and space. An incipient degradation process was detected in the first five years, verified by increases in salinity (2.3 dS m−1), exchangeable Na (0.5 g kg−1), and TN (1.3 g kg−1) in P2 in comparison with P1 (1.0, 0.2, and 1.1, respectively). There was also leaching towards the deep horizons for TN (0.4, 0.9, and 0.7 g kg−1 for P1, P2, and P3, respectively), and for assimilable elements such as P (1.1, 6.4, and 3.8), Fe (2.0, 2.1, and 5.6), Mn (0.3, 6.5, and 1.9), Zn (0.3, 0.5, and 0.9), and Cu (0.5, 0.6, and 1.3) (all mg kg−1, for P1, P2, and P3, respectively). Between 2004 and 2017, organic amendments (sheep manure) were reduced by 50%, crop rotation was intensified, and green fertilization and forage maize cultivation were included. As a result, P3 showed an improvement in comparison with P2, with decreases in EC (1.4 dS m−1), exchangeable Na (0.2 g kg−1), and TN (0.8 g kg−1). The change in soil management enhanced some soil functions (carbon sink and chemical fertility) and attenuated soil degradation.

We explore the relationships that future teachers establish between food consumption and sustainability, as well as their intentions to act and their competences in ESD, after a training program. Three instruments were designed and analyzed within the methodological framework of qualitative content analysis. The results showed that, although the future teachers set adequate relationships, they still had significant difficulties in accepting the need for ambitious changes in their diets. Their educational proposals are focused on the diagnosis of the problems instead of the assessment of the sustainability of eating habits and the empowering of learners to take responsible decisions and actions.

En el contexto de la formación inicial de maestros, se estudian los logros del programa en didáctica de las ciencias experimentales, incluyendo la utilidad que tiene para promover cambios docentes durante las prácticas escolares. Concretamente, hemos preguntado a los alumnos por los contenidos y actividades de formación del programa, sus ideas sobre la enseñanza de las ciencias en primaria y sobre lo que hacen cuando enseñan ciencias durante sus prácticas escolares. Para ello, utilizando dos cuestionarios, hemos recogido las opiniones de 131 alumnos de tercer curso del Grado de Educación Primaria al finalizar su formación en ciencias y sus prácticas escolares. Los resultados muestran una valoración muy positiva del programa en didáctica de ciencias, con un claro posicionamiento de los alumnos sobre la enseñanza de las ciencias en primaria coherente con sus presupuestos teóricos, aunque persisten algunas ideas propias del modelo transmisivo en sus planteamientos metodológicos, así como, escasa incidencia en las actuaciones docentes que llevan a cabo durante las prácticas escolares. En ese contexto, el modelo de enseñanza tradicional percibido por los futuros maestros en las aulas y su bajo nivel de autoeficacia para realizar prácticas docentes innovadoras, parecen dificultar la conexión entre los conocimientos académicos y la práctica profesional.

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This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, two instruments were used: A questionnaire, to find out what prospective teachers think about pupils’ ideas, and the educational proposals they designed during their school practices. For the latter, qualitative content analysis was used to establish four levels according to the didactic approach on which they base the consideration of pupils’ ideas: Transmissive or the construction of ideas. The results show that, in all three dimensions, the conception of pupils’ ideas consistent with the construction of ideas orientation dominates. Nevertheless, their educational proposals do not show this orientation since the majority designed traditional educational proposals (Levels 1 and 2). Thus, there is no correlation between their conceptions about pupils’ ideas and how these are considered in their proposals. Besides, this analysis shows that an inadequate interpretation of the nature of pupils’ ideas could strongly condition how these ideas are considered in the teaching and learning process. The educational implications of these results in initial teacher training are discussed.