Publication: ESD action competencies of future teachers: self-perception and competence profile analysis
Authors
García-Fortes, María Ángeles ; Banos-González, Isabel ; Esteve-Guirao, Patricia
item.page.secondaryauthor
item.page.director
Publisher
Emerald Publishing Limited
publication.page.editor
publication.page.department
DOI
https://doi.org/10.1108/IJSHE-07-2023-0323
item.page.type
info:eu-repo/semantics/article
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
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.
publication.page.subject
Citation
International Journal of Sustainability in Higher Education, 24(6).
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. CC BY 4.0