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Do future teachers' sustainability commitments really relate to action-oriented educational approaches?

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Title: Do future teachers' sustainability commitments really relate to action-oriented educational approaches?
Authors: García-Fortes, María Ángeles1 (AUTHOR), Esteve, Patricia1 (AUTHOR), Banos-González, Isabel1 (AUTHOR) ibbg1@um.es
Source: Environmental Education Research. Feb2025, Vol. 31 Issue 2, p325-343. 19p.
Subject Terms: *Secondary school teachers, *High school teachers, *Teacher training, *Teacher educators, Social perception
Abstract: This work analyzes the educational proposals designed by 130 future secondary school teachers (FTs) to address socioecological problems -in this case, the presence of microplastics in the environment-, and the relationship with their own perceptions and commitments regarding these problems. The research design was mixed, with both qualitative and quantitative analysis of the data. Results showed that systemic thinking regarding the problems, with a comprehensive ecological but also social perception, was correlated with proposals which were aimed at promoting critical thinking and reflection among pupils. Likewise, committed FTs -who show a greater willingness to reduce their plastics consumption and who, above all, assume greater personal responsibility- tend significantly towards action-oriented approaches. Nevertheless, these approaches continue to be scarce. This leads us to discuss the need for greater emphasis on instructional practices in education for sustainability in teacher training. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22García-Fortes%2C+María+Ángeles%22">García-Fortes, María Ángeles</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Esteve%2C+Patricia%22">Esteve, Patricia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Banos-González%2C+Isabel%22">Banos-González, Isabel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ibbg1@um.es</i>
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Feb2025, Vol. 31 Issue 2, p325-343. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br /><searchLink fieldCode="DE" term="%22Social+perception%22">Social perception</searchLink>
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  Data: This work analyzes the educational proposals designed by 130 future secondary school teachers (FTs) to address socioecological problems -in this case, the presence of microplastics in the environment-, and the relationship with their own perceptions and commitments regarding these problems. The research design was mixed, with both qualitative and quantitative analysis of the data. Results showed that systemic thinking regarding the problems, with a comprehensive ecological but also social perception, was correlated with proposals which were aimed at promoting critical thinking and reflection among pupils. Likewise, committed FTs -who show a greater willingness to reduce their plastics consumption and who, above all, assume greater personal responsibility- tend significantly towards action-oriented approaches. Nevertheless, these approaches continue to be scarce. This leads us to discuss the need for greater emphasis on instructional practices in education for sustainability in teacher training. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2024.2363903
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        Text: English
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        Type: general
      – SubjectFull: High school teachers
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      – SubjectFull: Teacher training
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              Text: Feb2025
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              Y: 2025
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