Publicación:
The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies

Vista sencilla de ítem
dc.contributor.authorPuertas Aguilar, Miguel Ángel
dc.contributor.authorÁlvarez Otero, Javier
dc.contributor.authorLázaro Torres, María Luisa de
dc.date.accessioned2025-08-08T08:10:59Z
dc.date.available2025-08-08T08:10:59Z
dc.date.issued2021-07-26
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Education Sciences, 11(8), 381, está disponible en línea en el sitio web del editor: https://doi.org/10.3390/educsci11080381. The registered version of this article, first published in Education Sciences, 11(8), 381, is available online from the publisher's website: https://doi.org/10.3390/educsci11080381.
dc.description.abstractSocial evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for ‘expert’ teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO’s sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens’ attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.en
dc.description.versionversión publicada
dc.identifier.citationPuertas-Aguilar, M.-Á., Álvarez-Otero, J., & de Lázaro-Torres, M.-L. (2021). The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies. Education Sciences, 11(8), 381. https://doi.org/10.3390/educsci11080381
dc.identifier.doihttps://doi.org/10.3390/educsci11080381
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/20.500.14468/29862
dc.journal.issue8
dc.journal.titleEducation Sciences
dc.journal.volume11
dc.language.isoen
dc.page.initial381
dc.publisherMDPI
dc.relation.centerFacultad de Geografía e Historia
dc.relation.departmentGeografía
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject54 Geografía
dc.subject.keywordsEducationen
dc.subject.keywordslearningen
dc.subject.keywordstechnologyen
dc.subject.keywordsteacher trainingen
dc.subject.keywordssustainable development goals (SDGs)en
dc.subject.keywordsWeb GISen
dc.subject.keywordssocioemotional intelligenceen
dc.subject.keywordseducation for sustainability (EfS)en
dc.titleThe Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologiesen
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication23a21f32-085a-465d-94e8-0cf75e907109
relation.isAuthorOfPublication.latestForDiscovery23a21f32-085a-465d-94e8-0cf75e907109
Archivos
Bloque original
Mostrando 1 - 1 de 1
Miniatura
Nombre:
2021_Puertas_Otero_Lazaro_TheChallengeofTeach.pdf
Tamaño:
2.04 MB
Formato:
Adobe Portable Document Format
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
3.62 KB
Formato:
Item-specific license agreed to upon submission
Descripción:
Descargar
Colecciones
Artículos y papers