A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI:10.2478/jtes-2021-0002

Yolanda Echegoyen-Sanz, Antonio Martín-Ezpeleta

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引用次数: 14

Abstract

Abstract To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.

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可持续发展教育的整体方法:生态女性主义作为提高职前教师可持续发展态度的工具

摘要为了实现有效的可持续发展教育，教师应该具备适当的可持续发展态度，将这些价值观传递给未来的学生。本文描述了围绕生态女权主义运动的整体教育干预，并评估了其对188名职前教师可持续性态度的影响。经过验证的问卷的定量结果显示，教育干预后，最初的可持续性意识很高，环境维度在统计上显著增加。此外，对学生在教学换位过程中为儿童准备的故事和活动的定性分析证实了他们有能力围绕一个主题有效地整合不同的能力。由于职前教师在系统早期阶段是未来的教育者，他们与传播可持续发展教育的整体观点有关，我们可以得出结论，生态女权主义是一个主题节点，它整合了关键概念和态度内容，以实现这一目标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.