Desarrollo De Competencias Docentes a Partir De Metodologías Participativas Aplicadas a La Educación Ambiental

Abstract

A proposal based on participatory methodologies, which aims to provide teachers in initial training the opportunity to work in a team, to experiment new methodologies and considering its use in the teaching and learning process. This contributes to promote the development of specific teaching skills in the area of experimental and environmental sciences. The integration of environmental education in schools requires methodological approaches that involve global vision of environmental problems, that promote the participation of students and that mobilize transversal skills. The results show that the students appreciate the innovative methodologies such as problem-based learning or cooperative work. However, future teachers should improve their knowledge in environmental topics and their ability to analyze and meditate on the teaching practice, to apply innovative methodologies in their future teaching career.

Holistic approaches to develop Sustainable Competencies in Pre-service Teacher Training

“…Miller (1990) established a hierarchy of competencies in the medical profession (that can also be applied to other professions), which are depicted in Figure 1. Recent studies on sustainability education show that effective approaches tended to focus on the comprehensive view of a sustainability problem and its possible solutions [30,31], for it enables students to put their ideas forward, integrate their knowledge, work together, make decisions and, on the whole, use their competencies [1,4,32]. Using those references as a starting point, two pedagogical approaches were selected and developed: Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food.…”

Educación para la Sustentabilidad: Cambio Global y Acidificación Oceánica

“…Es obvio, que la educación en solitario no podrá lograr el desarrollo sustentable (DS), pero sin ella no será posible conseguirlo (Varela Losada et al, 2014 Así, pues, el modelo Brutland de DS consta de tres vertientes, la económica, la social y la medioambiental, que se deben abordar políticamente de manera equilibrada. La pregunta es de qué manera se puede llevar a cabo lo que se afirma sin cambiar el modelo de desarrollo actual, basado en un crecimiento económico ilimitado, por lo que se ha de desvelar la utilización diversa y a veces perversa que se hace del término.…”

Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain

“…Recent studies on environmental education show the effectiveness of teaching approaches focused on the comprehensive view of an environmental problem and its possible solutions [51][52][53][54], for it enables the students to put forward their ideas, integrate their knowledge, make decisions and, all in all, use their competencies. Although there are many advantages to using this type of methodology, some authors also point out certain difficulties when it comes to implementing them.…”