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...
- 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
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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 |
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1814300323099967488 |