ESD action competencies of future teachers: self-perception and competence profile analysis

García-Fortes, María Ángeles; Banos-González, Isabel; Esteve-Guirao, Patricia

Publication:
ESD action competencies of future teachers: self-perception and competence profile analysis

dc.contributor.author	García-Fortes, María Ángeles
dc.contributor.author	Banos-González, Isabel
dc.contributor.author	Esteve-Guirao, Patricia
dc.contributor.department	Didáctica de las Ciencias Experimentales
dc.date.accessioned	2024-04-09T08:53:12Z
dc.date.available	2024-04-09T08:53:12Z
dc.date.issued	2024-01
dc.description	© Emerald Publishing Limited. This manuscript version is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc-/4.0/ This document is the, Accepted version of a Published Work that appeared in final form in International Journal of Sustainability in Higher Education . To access the final edited and published work see https://doi.org/10.1108/IJSHE-07-2023-0323
dc.description.abstract	Purpose – This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. Design/methodology/approach – A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. Findings – FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. Originality/value – This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.	es
dc.format	application/pdf	es
dc.format.extent	23	es
dc.identifier.citation	International Journal of Sustainability in Higher Education, 24(6).
dc.identifier.doi	https://doi.org/10.1108/IJSHE-07-2023-0323
dc.identifier.issn	Print: 1467-6370
dc.identifier.uri	http://hdl.handle.net/10201/140597
dc.language	eng	es
dc.publisher	Emerald Publishing Limited	es
dc.relation	Grant PID2019-105705RA-I00 funded by MCIN/AEI/10.13039/501100011033.	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución-NoComercial 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc/4.0/	*
dc.subject	Secondary school
dc.subject	Competence profile
dc.subject	Educational proposals
dc.subject	ESD action competencies
dc.subject	Future teachers
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::378 - Enseñanza superior. Universidades	es
dc.title	ESD action competencies of future teachers: self-perception and competence profile analysis	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es