Actitudes medioambientales de maestros en formación en el aula de literatura

Abstract

Este trabajo presenta el análisis de una experiencia didáctica piloto enmarcada en el mandato de la UNESCO sobre la necesaria implicación de los ámbitos educativos para desarrollar una sensibilidad ciudadana que contribuya a la protección del medioambiente y la sostenibilidad. Se llevó a cabo con 44 alumnos en una asignatura prototípica de literatura del Grado de Magisterio, lo que ha servido para demostrar la transversalidad de los asuntos tratados y su rendimiento educativo en diferentes áreas. A lo largo de un cuatrimestre los maestros en formación leyeron, analizaron y debatieron sobre un corpus muy heterogéneo de textos literarios relacionados con la temática ecológica y la sostenibilidad. Los alumnos completaron al comienzo y al final del cuatrimestre el cuestionario “Inventario de actitudes medioambientales”, con 11 dimensiones que pueden agruparse en dos factores de segundo orden “Utilización” y “Preservación”. El análisis de las respuestas, según una escala Likert de cinco niveles, demuestra que esta innovación transdisciplinar colabora en la modificación de sus actitudes medioambientales. Además, se pone de relieve cómo hay diferencias importantes entre mujeres y hombres en ciertas dimensiones analizadas de primer y segundo orden; ya que se observa una significativa mayor conciencia medioambiental en las mujeres.

Reading and Scholarly Creativity: A Study with Spanish and Chilean Preservice Teachers

“…As can be seen, future teachers have a higher preference for reading in digital format vs reading on paper for academic purposes, with values similar to those obtained in a previous study with Spanish preservice teachers (Díaz et al, 2022a). Preservice teachers have a high level of awareness in reading metacognition (a value above 3.5 is considered high, according to Mokhtari & Reichard, 2002), as well as a preference for the use of problem-solving strategies and a lower use of global strategies, which agrees with previous studies in different contexts (Yüksel & Yüksel, 2012;Al-Dawaideh & Al-Saadi, 2013;Iwai, 2016;Martín-Ezpeleta & Echegoyen-Sanz, 2020;Díaz-Díaz et al, 2022b). The creative self-perception in the scholarly domain varied significantly between students, with a minimum score of 1.64, a maximum score of 5 (which was the maximum possible value), a mean value of 3.69 and a standard deviation of .62.…”

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

“…Another possible reason for these differences lies in the characteristics of the students in each speciality. In this sense, it is worth highlighting the clear feminisation of BDECE students and the proactive tendency shown by women towards sustainability [9,15,61]. Hence, these variations in results may also be closely related to some gender issues.…”

“…Thus, 2020 marked the start of the 'Decade of Action', an opportunity in extremis to address the major challenges facing our society and to promote equity, justice and prosperity. Undoubtedly, in this race, Education for Sustainable Development (ESD) becomes one of the most effective means to promote the acquisition of attitudes, behaviours, and values that are respectful and environmentally friendly [7][8][9][10]. In fact, as evidenced by the recent study by Sánchez-Carracedo et al [11], its implementation with Educational Science students is especially beneficial to increase their capacity for critical thinking, sustainable use of resources, participation in social transformation processes, and ethical principles.…”