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The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training
dc.contributor.author | Varela-Losada, Mercedes | |
dc.contributor.author | Vega-Marcote, Pedro | |
dc.contributor.author | Lorenzo-Rial, María-Asunción | |
dc.contributor.author | Pérez-Rodríguez, Uxío | |
dc.date.accessioned | 2021-03-29T09:41:59Z | |
dc.date.available | 2021-03-29T09:41:59Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Varela-Losada, M.; Vega-Marcote, P.; Lorenzo-Rial, M.; Pérez-Rodríguez, U. The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training. Sustainability 2021, 13, 493. https://doi.org/10.3390/su13020493 | es_ES |
dc.identifier.uri | http://hdl.handle.net/2183/27615 | |
dc.description.abstract | [Abstract] The aim of our research was to study attitudinal trends in Spanish trainee teachers regarding Global Environmental Change (GEC), in order to identify elements that should be enhanced in their education. The Scale of Global Environmental Change (SGEC) was used as a measurement instrument to explore attitudes on how to deal with GEC. A cluster analysis of the scores of the four SGEC factors (N = 950) was carried out in order to segment the cases into groups of similar response profiles. Two solutions are proposed: one made up of two clusters (Concerned and Disengaged) and the other of four clusters (Egocentric, Indifferent, Sceptical and Committed). Furthermore, we have analysed whether some of the students’ characteristics significantly influence their inclusion in one cluster or another. The results of this study show that among trainee teachers there are sceptical, self-centered and indifferent trends, which do not correspond to people capable of promoting the transformation needed to deal with GEC. Therefore, it is necessary to improve their training with new educational models that favour the recognition of the real origin of socio-environmental problems and provide them with skills to promote individual and social responsibility. | es_ES |
dc.description.sponsorship | This research was funded by Ministry of Science, Innovation and Universities (Spain), grant number EDU2017-82915-R, and by FEDER/Ministry of Science, Innovation and Universities–Agencia Estatal de Investigación (Spain) / ESPIGA Project (“Scientific thinking and scientific practices in the post-truth era: Promoting epistemic performances in school, aiming to critical and empowered citizenship”), grant number PGC2018-096581-B-C22 | es_ES |
dc.language.iso | eng | es_ES |
dc.relation | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/EDU2017-82915-R/ES/INFLUENCIA DEL CONOCIMIENTO EPISTEMICO EN EL DESARROLLO DE LAS PRACTICAS CIENTIFICAS/ | |
dc.relation | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PGC2018-096581-B-C22/ES/PROMOVIENDO EL DESARROLLO DEL PENSAMIENTO CRITICO Y DE LAS DIMENSIONES DE IMPLICACION COGNITIVA Y EMOCIONAL DE LOS DESEMPEÑOS EPISTEMICOS EN LAS CLASES DE CIENCIAS EN LA ERA DE LA POST-VERDAD/ | |
dc.relation.uri | https://doi.org/10.3390/su13020493 | es_ES |
dc.rights | Atribución 4.0 Internacional | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Global environmental change | es_ES |
dc.subject | Attitudinal trends | es_ES |
dc.subject | Cluster analysis | es_ES |
dc.subject | Trainee teachers | es_ES |
dc.subject | Education for sustainability | es_ES |
dc.title | The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.access | info:eu-repo/semantics/openAccess | es_ES |
UDC.journalTitle | Sustainability | es_ES |
UDC.volume | 13 | es_ES |
UDC.issue | 493 | es_ES |
dc.identifier.doi | 10.3390/su13020493 |
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