Un modelo de formación del profesorado de educación secundaria para la sostenibilidad
This article exposes the research process carried out to design a training model for sustainability, within the framework of the Master's Degree in High School Teacher's Training. The goals were focused on determining the theoretical approaches, the priority contents and the most effective...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/28395 |
| Acceso en línea: | http://hdl.handle.net/10256/28395 https://hdl.handle.net/10256/28395 |
| Access Level: | acceso abierto |
| Palabra clave: | Secondary education Sustainability Teacher training Educació secundària Sostenibilitat Professors d'educació secundària -- Formació |
| Sumario: | This article exposes the research process carried out to design a training model for sustainability, within the framework of the Master's Degree in High School Teacher's Training. The goals were focused on determining the theoretical approaches, the priority contents and the most effective and appropriate teaching methodologies to incorporate sustainability into the Master's subjects. We start from the sociocritical paradigm and collect information from three sources: the opinion of expert professors through semi-structured interviews, a survey of students about their knowledge and a case study of Shumacher College, through various data collection techniques. As a result, we present the Training Model for Transformative Action towards Sustainability (MFATS) that offers guidance for the design of the subjects. |
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