Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible

Introduction: Can the social representations that teachers have on Environmental Education (EE) have an impact on achieving the Sustainable Development Goals (SDGs) of the 2030 Agenda?  To answer this question, the following objectives are proposed: study the evolution of the concept of Environmenta...

Full description

Autores:
Tipo de recurso:
Article of journal
Fecha de publicación:
2021
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/11029
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/1265
https://repositorio.uan.edu.co/handle/123456789/11029
Palabra clave:
educación ambiental
Agenda 2030
perfiles docentes
educación secundaria
percepción
perception
environmental education
Agenda 2030
teacher profiles
secondary education
Rights
License
Copyright (c) 2022 Dafne García Durá, Antonio José Morales Hernández , Carlos Caurín Alonso
id UAntonioN2_827668a996ab6fc379d83465f49158bf
oai_identifier_str oai:repositorio.uan.edu.co:123456789/11029
network_acronym_str UAntonioN2
network_name_str Repositorio UAN
repository_id_str
spelling 2021-10-212024-10-10T02:37:22Z2024-10-10T02:37:22Zhttps://revistas.uan.edu.co/index.php/papeles/article/view/126510.54104/papeles.v14n28.1265https://repositorio.uan.edu.co/handle/123456789/11029Introduction: Can the social representations that teachers have on Environmental Education (EE) have an impact on achieving the Sustainable Development Goals (SDGs) of the 2030 Agenda?  To answer this question, the following objectives are proposed: study the evolution of the concept of Environmental Education, analyze the social representations of teachers on this subject and assess their impact on teaching practice due to their possible impact on the achievement of the objectives ODS. Methodology: For this reason, we have carried out an exploratory study of Secondary Education teachers in Valencia (Spain) using research techniques such as semi-structured interviews and pictorial representations. Results and discussion: The results show signs of correlation between environmental ideological positioning, social representations and the mixed social and environmental didactics. Conclusions: These results allow us to configure various teaching profiles of Environmental Education to address the 2030 Agenda in the educational field.Introducción: ¿Pueden repercutir las representaciones sociales que sobre educación ambiental tienen los docentes para alcanzar los Objetivos de Desarrollo Sostenible (ODS) de la Agenda 2030 para el Desarrollo Sostenible? Para dar respuesta a este interrogante, se plantean los siguientes objetivos: estudiar la evolución del concepto de educación ambiental, analizar las representaciones sociales del profesorado sobre esta materia y valorar su repercusión en la práctica docente por su posible incidencia en la consecución de los ODS. Metodología: por ello, hemos realizado un estudio exploratorio de profesorado de Educación Secundaria en Valencia (España) mediante técnicas de investigación como las entrevistas semiestructuradas y las representaciones pictóricas. Resultados y discusión: los resultados muestran indicios de correlación entre el posicionamiento ideológico ambiental, las representaciones sociales y la didáctica socioambiental. Conclusiones: esto nos permite configurar diversos perfiles docentes de educación ambiental para abordar la Agenda 2030 para el Desarrollo Sostenible en el ámbito educativo.application/pdfspaUNIVERSIDAD ANTONIO NARIÑOhttps://revistas.uan.edu.co/index.php/papeles/article/view/1265/1123Copyright (c) 2022 Dafne García Durá, Antonio José Morales Hernández , Carlos Caurín Alonsohttps://creativecommons.org/licenses/by-nd/4.0http://purl.org/coar/access_right/c_abf2Papeles; Vol. 14 No. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)Papeles; Vol. 14 Núm. 28 (2022): Papeles, Vol. 14 Núm. 28 (Julio-Diciembre, 2022)Papeles; v. 14 n. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)2346-09110123-067010.54104/papeles.v14n28educación ambientalAgenda 2030perfiles docenteseducación secundariapercepciónperceptionenvironmental educationAgenda 2030teacher profilessecondary educationPerception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo SosteniblePercepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible: Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agendainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85García Durá, DafneMorales Hernández , Antonio JoséCaurín Alonso, Carlos123456789/11029oai:repositorio.uan.edu.co:123456789/110292024-10-14 03:48:25.395metadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co
dc.title.en-US.fl_str_mv Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
dc.title.es-ES.fl_str_mv Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible: Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda
title Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
spellingShingle Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
educación ambiental
Agenda 2030
perfiles docentes
educación secundaria
percepción
perception
environmental education
Agenda 2030
teacher profiles
secondary education
title_short Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
title_full Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
title_fullStr Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
title_full_unstemmed Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
title_sort Perception of Environmental Education: Secondary Education Teacher Profiles and 2030 Agenda : Percepción de la educación ambiental: perfiles docentes de Educación Secundaria y Agenda 2030 para el Desarrollo Sostenible
dc.subject.es-ES.fl_str_mv educación ambiental
Agenda 2030
perfiles docentes
educación secundaria
percepción
topic educación ambiental
Agenda 2030
perfiles docentes
educación secundaria
percepción
perception
environmental education
Agenda 2030
teacher profiles
secondary education
dc.subject.en-US.fl_str_mv perception
environmental education
Agenda 2030
teacher profiles
secondary education
description Introduction: Can the social representations that teachers have on Environmental Education (EE) have an impact on achieving the Sustainable Development Goals (SDGs) of the 2030 Agenda?  To answer this question, the following objectives are proposed: study the evolution of the concept of Environmental Education, analyze the social representations of teachers on this subject and assess their impact on teaching practice due to their possible impact on the achievement of the objectives ODS. Methodology: For this reason, we have carried out an exploratory study of Secondary Education teachers in Valencia (Spain) using research techniques such as semi-structured interviews and pictorial representations. Results and discussion: The results show signs of correlation between environmental ideological positioning, social representations and the mixed social and environmental didactics. Conclusions: These results allow us to configure various teaching profiles of Environmental Education to address the 2030 Agenda in the educational field.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2024-10-10T02:37:22Z
dc.date.available.none.fl_str_mv 2024-10-10T02:37:22Z
dc.date.none.fl_str_mv 2021-10-21
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/1265
10.54104/papeles.v14n28.1265
dc.identifier.uri.none.fl_str_mv https://repositorio.uan.edu.co/handle/123456789/11029
url https://revistas.uan.edu.co/index.php/papeles/article/view/1265
https://repositorio.uan.edu.co/handle/123456789/11029
identifier_str_mv 10.54104/papeles.v14n28.1265
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/1265/1123
dc.rights.en-US.fl_str_mv Copyright (c) 2022 Dafne García Durá, Antonio José Morales Hernández , Carlos Caurín Alonso
https://creativecommons.org/licenses/by-nd/4.0
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2022 Dafne García Durá, Antonio José Morales Hernández , Carlos Caurín Alonso
https://creativecommons.org/licenses/by-nd/4.0
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv UNIVERSIDAD ANTONIO NARIÑO
dc.source.en-US.fl_str_mv Papeles; Vol. 14 No. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)
dc.source.es-ES.fl_str_mv Papeles; Vol. 14 Núm. 28 (2022): Papeles, Vol. 14 Núm. 28 (Julio-Diciembre, 2022)
dc.source.pt-BR.fl_str_mv Papeles; v. 14 n. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)
dc.source.none.fl_str_mv 2346-0911
0123-0670
10.54104/papeles.v14n28
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
_version_ 1814300323099967488