Tendencias actitudinales del profesorado en formación hacia una Educación Ambiental transformadora

  1. Pérez-Rodríguez, Uxío 1
  2. Varela-Losada, Mercedes 1
  3. Lorenzo-Rial, María-Asunción 1
  4. Vega-Marcote, Pedro 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Facultad de Ciencias de la Educación, Universidad de A Coruña, A Coruña, Spain
Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2017

Volume: 22

Issue: 1

Type: Article

DOI: 10.1016/S1136-1034(17)30045-X DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Abstract

This study aims to obtain the attitudinal tendencies of a group of teachers in initial training in Spain (N = 889; 83.4% women and 16.6% men; 53.6% in Primary Education, and 44.8%, in Early Childhood Education), from cluster analysis of the data collected through a previously constructed and validated scale that relates their attitudes: (a) facing socio-environmental problems and (b) toward transformative Environmental Education. This analysis reveals the existence of critical and conformist attitudes that suggests that trainee teachers are not prepared to face sustainability challenges, although there is also a transformative profile consistent with Environmental Education focused on sustainable action. The results obtained may contribute to making training proposals in this field and in other contexts and to identifying those elements that should be reinforced. 

Funding information

Este estudio ha sido financiado por el Ministerio de Economía y Competitividad (EDU 2015-6643-C2-2-P).

Funders

Bibliographic References

  • Álvarez, P., y Vega, P. (2009). Actitudes ambientales y conductas sostenibles. Implicaciones para la educación ambiental. Revista de Psicodidáctica, 14(2), 245-260.
  • Borg, N., Gericke, H. Höglund, O., y Bergman, E. (2014). Subject and experience bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526-551. doi: 10.1080/13504622.2013.833584
  • Boubonari, T., Markos, A., y Kevrekidis, T. (2013). Greek pre-service teachers’ knowledge, attitudes, and environmental behavior toward marine pollution. The Journal of Environmental Education, 44(4), 232-251. doi: 10.1080/00958964.2013.785381
  • Butler, J., Simmie, G. M., y O’Grady, A. (2015). An investigation into the prevalence of ecological misconceptions in upper secondary students and implications for preservice teacher education. European Journal of Teacher Education, 38(3), 300-319. doi: 10.1080/02619768.2014.943394
  • Cakir, M., Irez, S., y Kivilcan, D. O. (2010). Understandings of current environmental issues: Turkish case study in six teacher education colleges. Educational Studies, 36, 21-33. doi: 10.1080/03055690903148522
  • Demaris, A. (2004). Regression with social data modeling continuous and limited response variables. Hoboken: Wiley.
  • Dormann, C. F., Elith, J., Bacher, S., Buchmann, C., Carl, G., Carré, G., ... Lautenbach, S. (2013). Collinearity: A review of methods to deal with it and a simulation study evaluating their performance. Ecography, 36, 27-46. doi: 10.1111/j.1600-0587.2012.07348.x
  • Driver, R., y Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19, 39-50. doi: 10.1080/10382040903545534
  • Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185. doi: 10.1002/sce.20414.
  • Feinstein, N. W., y Kirchgasler, K. (2015). Sustainability in science education? How the next generation science standards approach sustainability, and why it matters. Science Education, 99(1), 121-144. doi: 10.1002/sce.21137
  • Fletcher, S. S., y Luft, J. A. (2011). Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences. Science Education, 95(6), 1124-1146. doi: 10.1002/sce.20450
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage.
  • Firth, R., y Winter, C. (2007). Constructing education for sustainable development: The secondary school geography curriculum and initial teacher training. Environmental Education Research, 13(5), 599-619.
  • Franklin, B., y Johnson, C. (2008). What the schools teach: A social history of the American curriculum since 1950. En F. Connelly, M. Fang He, y J. Phillion (Eds), The SAGE handbook of curriculum and instruction (pp. 460-477). London: SAGE.
  • Gavidia, V., y Rodes, M. (2004). Educación para la salud. Barcelona: Graó.
  • GEO-5. (2012). Fifth global environment outlook: Summary for policy makers. Nairobi: United Nations Environment Programme. Recuperado de http://www.unep.org/ geo/geo5.asp.
  • Gifford, R. (2014). Environmental psychology matters. Psychology, 65(1), 541-5 doi: 10.1146/annurev-psych-010213-115048 79
  • Gottlieb, D., Vigoda-Gadot, E., y Haim, A. (2013). Encouraging ecological behaviors among students by using the ecological footprint as an educational tool. Environmental Education Research, 19(6), 844-863. doi: 10.1080/13504622.2013.768602
  • Hair, F., Black, W. C., Babin, B. J., y Anderson, R. E. (2009). Multivariate data analysis. New Jersey: Prentice-Hall.
  • Hart, P. (2007). Desires and resistances as drivers and barriers to environmental learning and sustainability: A Canadian perspective. En I. Björneloo, y E. Nyberg (Eds), Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education (pp. 31-36). Paris: UNESCO.
  • Higgs, A. L., y McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The Journal of Environmental Education, 38(1), 39-53.
  • Holdsworth, S., Thomas, I., y Hegarty, K. (2013). Sustainability education: Theory and practice. En R. B. Stevenson, M. Brody, J. Dillon, y A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 349-358). New York: Routledge.
  • Jensen, B. B., y Schnack, K. (2006). The action competence approach in environmental education. Environmental Education Research, 12, 471-486.
  • Jourdan, D., Pironom, J., Berger, D., y Carvalho, G. S. (2012). Factors influencing teachers’ views of health and health education: A study in 15 countries. Health Education Journal, 72(6), 660-672. doi: 10.1177/0017896912459821
  • Joyce, B., y Showers, B. (1988). Student achievement through staff development. New York: Longman.
  • Kyburtz-Graber, R. (2013). Socioecological approaches to environmental education and research: A paradigmatic response to behavioral change orientations. En R. B. Stevenson, M. Brody, J. Dillon, y A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 23-32). New York: Routledge.
  • Kim, C., y Fortner, R. W. (2006). Issue-specific barriers to addressing environmental issues in the classroom: An exploratory study. The Journal of Environmental Education, 37(3), 15-22.
  • Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An introduction. Dordrecht, London: Springer.
  • Knapp, D. (2000). The Thessaloniki Declaration: A wake-up call for environmental education? The Journal of Environmental Education, 31(3), 32-39.
  • Marx, R., y Harris, C. (2006). No child left behind and Science Education: Opportunities, challenges and risks. Elementary School Journal, 106, 467-477.
  • Michail, S., Stamou, A., y Stamou, G. (2007). Greek primary school teachers’ understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education, 91, 244-259.
  • Millar, R., Leach, J., y Osborne, J. (2000). Improving science education: The contribution of research. Buckingham: Open University Press.
  • Mogensen, F., y Mayer, M. (2005). Eco-schools: trends and divergences. A Comparative Study on ECO-school development processes in 13 countries. Viena: Austrian Federal Ministry of Education, Science and Culture.
  • Mogensen, F., y Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59-74. doi: 10.1080/13504620903504032
  • Orme, J. G., y Orme, T. (2009). Multiple regression with discrete dependent variables. New York: Oxford University Press.
  • Pedretti, E., y Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95(4), 601-626. doi: 10.1002/sce.20435
  • Pujol, R. (2007). Didáctica de las ciencias en la educación primaria. Madrid: Síntesis.
  • Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207-320.
  • Rodríguez, D. P., y López, A. D. (2006). ¿Cómo se articulan las concepciones epistemológicas y de aprendizaje con la práctica docente en el aula? Revista Mexicana de Investigación Educativa, 11(3), 1307-1335.
  • Rodríguez, M. L., y Marrero, J. (2003). Un análisis y una organización del contenido de biología celular. Revista Electrónica de Enseñanza de las Ciencias, 2, 67-79.
  • Roorda, D. L., Koomen, H., Spilt, J. T., y Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 8(4), 493-529. doi: 10.3102/0034654311421793
  • Silo, N. (2013). Dialogue-missing in action competence: A cultural historical activity theory approach in a Botswana school. The Journal of Environmental Education, 44(3), 159-179. doi: 10.1080/00958964.2012.742033
  • Skamp, K., Boyes, E., y Stanisstreet, M. (2013). Beliefs and willingness to act about global warming: Where to focus science pedagogy? Science Education, 97(2), 191217. doi: 10.1002/sce.21050
  • Stern, M. J., Powell, R. B., y Hill, D. (2014). Environmental education program evaluation in the new millennium: What do we measure and what have we learned? Environmental Education Research, 20(5), 581-611. doi: 10.1080/13504622.2013.838749
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences. London: Routledge.
  • Stevenson. R., y Stirling, C. (2010). Environmental learning agency in diverse cultural contexts. En R. R. Stevenson, y J. Dillon (Eds.), Engaging environmental education: Learning, culture and agency (pp. 219-237). Rotterdam: Sense.
  • Stevenson R. B., Wals, A. E. J., Dillon, J., y Brody, M. (2013). An orientation to environmental education and the handbook. En R. B. Stevenson, M. Brody, J. Dillon, y A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 1-9). New York: Routledge.
  • Summers, M., y Childs, A. (2007). Student science teachers’ conceptions of sustainable development: An empirical study of three postgraduate training cohorts. Research in Science and Technological Education, 25(3), 307-327.
  • Tabachnick, B. G., y Fidell, L. S. (2007). Using multivariate statistics. New York: Allyn and Bacon.
  • Tuncer, G., Tekkaya, C., Sungur, S., Cakiroglu, J., Ertepinar, H., y M. Kaplowitz. (2009). Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development, 29, 426-436. doi: 10.1016/j.ijedudev.2008.10.003
  • Uskola, A., Maguregi, G., y Jiménez-Aleixandre, M. P. (2011). Proceso de toma de decision y dinámicas socials de grupos de estudiantes universitarios en la discusión sobre un problema sociocientífico abierto. Revista de Psicodidáctica, 16(1), 123-144. doi: 10.1387/RevPsicodidact.1129
  • Uzzell, D., y Räthzel, N. (2009). Transforming environmental psychology. Journal of Environmental Psychology, 29(3), 340-350.
  • Van Petegem, P., Blieck, A., y Van Ongevalle, J. (2007). Conceptions and awareness concerning environmental education: A Zimbabwean case-study in three secondary teacher education colleges. Environmental Education Research, 13(3), 287-306.
  • Varela-Losada, M. (2016). Educación ambiental para la sostenibilidad en la formación inicial de profesorado de educación infantil y primaria (Tesis doctoral inédita). University of Vigo, Pontevedra (Spain).
  • Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, U., y Álvarez-Lires, M. (2016). Going to action? A literature review on educational proposals in formal environmental education. Environmental Education Research, 22(3), 390-421. doi: 10.1080/13504622.2015.1101751
  • Vega, P., y Álvarez, P. (2012). Training of teachers in Spain towards sustainability. Implementation and analysis of ecomethodology. European Journal of Teacher Education, 35(4), 494-510. doi: 10.1080/02619768.2011.643400
  • Wals, A. (Ed). (2007). Social learning towards a sustainable world. Wageningen: Wageningen Academic.
  • Wals, A. E., Brody, M., Dillon, J., y Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584.
  • Worldwatch Institute. (2013). State of the world: Is sustainability still possible? Washington: The Worldwatch Institute.