Is eco-social education for trainee teachers possible using international mirror classes on landscape? Implementation of a didactic proposal in Spain and Colombia
Loading...
Official URL
Full text at PDC
Publication date
2024
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Citations
Exportar
Citation
Martínez-Hernández, C., Robles-Moral, F. J., & García-Ortiz, D. L. (2024). Is eco-social education for trainee teachers possible using international mirror classes on landscape? Implementation of a didactic proposal in Spain and Colombia. International Research in Geographical and Environmental Education, 33(4), 353-371. https://doi.org/10.1080/10382046.2024.2337526
Abstract
According to the eco-social education paradigm, landscape plays a key role as an identity object of study in the interaction between nature and society. The study seeks to assess a practical experience conducted among trainee teachers consisting in the systematized analysis of local and foreign degraded landscapes in Spain and Colombia, based on environmental, sustainability and global-citizenship literacies—guarantors of eco-social education. A mirror class methodology was implemented among 127 Spanish and Colombian trainee teachers. It comprised an online videocall exchange between different teaching groups. A quasi-experimental research methodology was followed, based on the didactic and statistical analysis of the trainee teachers’ reports and a validated questionnaire. The findings reveal a global didactic acquisition of 2.9 points on a 4-scale evaluation range. The learning was higher in didactic tasks related to the landscape analysis and lower in comparative local-global analysis tasks. A statistically significant learning development of +0.8 points was found. The results suggest that the study of local landscapes captures interest and mirror classes easily bring distant realities closer, thus improving the eco-social knowledge and the feeling of an eco-social responsibility for global sustainability. Moreover, the experience in trainee teachers assures a didactic transfer to the wider population.
Description
We would like to express our special thanks to: (i) the participants of the teaching experience, for their involvement, interest and patience; (ii) the University Institution Polit\u00E9cnico Grancolombiano, for making the experience possible in its call for participation in mirror-classes dynamics 2021-1; and (iii) the Ministry of Science and Innovation of Spain for the participation of the first author in the Project \u201CMethodological concepts and active learning methods to improve the teaching skills of teachers\u201D (PID PGC2018-094491-B-C33), which inspired this research.
Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PGC2018-094491-B-C33/ES/CONCEPTOS METODOLOGICOS Y METODOS ACTIVOS DE APRENDIZAJE PARA LA MEJORA DE LAS COMPETENCIAS DOCENTES DEL PROFESORADO/
All the Annexes are available at the following repository:https://doi.org/10.5281/zenodo.7653613
Referencias bibliográficas:
• Álvarez-Otero, J., & Lázaro-Torres, M. L., (2018). Education in sustainable development goals using the spatial data infrastructures and the TPACK model. Education Sciences, 8(4), 171. https://doi.org/10.3390/educsci8040171
• Báez, J. E., (2016). Environmental awareness in Spain at the beginning of 21st century: The impact of the economic crisis. Papers, 101(3), 363–388. https://doi.org/10.5565/rev/papers.2145
• Bagoly-Simó, P., & Kriewaldt, J., (2022). Future geography teachers for the planet. Powerful (disciplinary) knowledge and education for sustainable development (ESD) in initial teacher education (ITE). International Research in Geographical and Environmental Education, 32(1), 1–3. https://doi.org/10.1080/10382046.2023.2158622
• Benejam, P., (2003). Objectives of fieldtrips. Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 36, 7–12.
• Bestelmeyer, S., Grace, E., Haan-Amato, S., Pemberton, R., & Havstad, K., (2018). Broadening the impact of K–12 science education collaborations in a shifting education landscape. BioScience, 68(9), 706–714. https://doi.org/10.1093/biosci/biy088
• Brand, J. O., Barth, M., Hale, A., & Merritt, E., (2022). Developing ESD-specific professional action competence for teachers: Knowledge, skills, and attitudes in implementing ESD at the school level. Environmental Education Research, 28(12), 1691–1729. https://doi.org/10.1080/13504622.2022.2064973
• Busquets, J., et al. (2011). The importance of education on landscape. In J., Nogué (eds.), Paisatge i educació (pp. 69–88). Observatorio del Paisaje de Cataluña. http://www.catpaisatge.net/fitxers/publicacions/paisatge_educacio/pe_eng.pdf.
• Canaza-Choque, F. A., (2019). From environmental education to sustainable development: Challenges and tensions in times of climate change. Revista de Ciencias Sociales,165, 155–172. https://www.aacademica.org/franklin.americo.canazachoque/9.
• Council of Europe. (2000). The European Landscape Convention. Council of Europe. https://rm.coe.int/16807b6bc7.
• Corrales, M., Sánchez, J., Moreno, J., & Zamora, F., (2020). Educating for sustainability: Challenges and possibilities of social sciences teaching. Cuadernos de Investigación En Juventud,8, 36–59. https://doi.org/10.22400/cij.8.e046
• Crespo, J. M., (2017). Landscape education in the Primary Education Degree: Proposal of a didactic model. [doctoral dissertation] Universidad Complutense de Madrid. https://eprints.ucm.es/id/eprint/49394/.
• Crespo, J. M., (2021). Landscape, a geographic concept for ecosocial education. Con-Ciencia Social,4, 59–72. https://doi.org/10.7203/con-cienciasocial.4.19423
• Crespo, J. M., Martínez-Hernández, C., Mateo, R., & Rodríguez, A. V., (2023). Landscape education two decades after the european landscape convention—A study with trainee teachers. Education Sciences, 13(12), 1188. https://doi.org/10.3390/educsci13121188
• Franco, C. L., & Giraldo, J. J., (2021). Guía práctica de planificación y ejecución de clase espejo [Practical Guide to Planning and Executing Mirror Class]. Universidad Peruana de Ciencias Aplicadas. http://hdl.handle.net/10757/657446.
• Gavidia, V., Solbes, J., & Souto, X. M., (2015). The suppression of the area of environmental knowledge in primary school. Aula,243/(244), 31–36.
• González, E., & Arias, M., (2009). Institutionalised environmental education: Failed acts and horizons of possibility. Perfiles Educativos,31(124), 58–68. https://doi.org/10.22201/iisue.24486167e.2009.124.18835
• Haubrich, H., Reinfried, S., & Schleicher, Y., (2007). Lucerne declaration on geographical education for sustainable development. International Geographical Union. https://www.iau-hesd.net/sites/default/files/documents/lucernedeclaration.pdf.
• Henao, O., & Sánchez, L., (2019). Environmental education in Colombia, utopia or reality. Revista Conrado. Revista Pedagógica de la Universidad de Cienfuegos, 15(67), 213–219. http://conrado.ucf.edu.cu/index.php/conrado.
• Koury, D. M. M., (2005). A critical view of the history and perspectives in the field of environmental education: Study focusing on the Brazilian situation. International Research in Geographical and Environmental Education,14(3), 160–172. https://doi.org/10.1080/10382040508668348
• Labrador, C., & del Valle, Á., (1995). Environmental education in international documents. Notes for a comparative study. Revista Complutense de Educación,6(2), 75–94. https://revistas.ucm.es/index.php/RCED/article/view/RCED9595220075A.
• Liceras, A., (2017). Education for an ethics of the sustainability of the landscape. UNES. Universidad, Escuela y Sociedad, 2, 74–90. https://revistaseug.ugr.es/index.php/revistaunes/article/view/12162/ 10051.
• Martínez-Hernández, C., & Robles-Moral, F. J., (2021). CEAVAP, Questionnaire on environmental education assessed through landscape analysis: Design and validation with teacher trainees in Spain and Colombia. In L., Vega, & A., Vico (Coords.), Equality and quality in education: Opportunities and challenges for education (pp. 1434–1454Ed. Dykinson.
• Martínez-Hernández, C., & Mínguez, C., (2023). The Anthropocene and the sustainable development goals: Key elements in geography higher education?International Journal of Sustainability in Higher Education, 24(7), 1648–1667. https://doi.org/10.1108/IJSHE-09-2022-0316
• Massey, D., (1994). Space, place and gender. Polity Press.
• Maude, A., (2020). The role of geography’s concepts and powerful knowledge in a future 3 curriculum. International Research in Geographical and Environmental Education, 29(3), 232–243. https://doi.org/10.1080/10382046.2020.1749771
• Ministry of Environment. (1999). White book of Environmental Education in Spain. Ministry of Environment. https://www.miteco.gob.es/es/ceneam/recursos/documentos/ blanco_tcm30-77431.pdf.
• Murga-Menoyo, M. A., (2021). Education in the Anthropocene. Between Possibilism versus Utopia. Revista Interuniversitaria, 33(2), 107–128. https://doi.org/10.14201/teri.25375
• Nordström, H. K., (2008). Environmental education and multicultural education–Too close to be separate?International Research in Geographical and Environmental Education, 17(2), 131–145. https://doi.org/10.2167/irgee232.0
• Papadimitriou, F., & Probald, F., (2000). Landscapes, land degradation and aridification in geographical education: The case of Hungary. International Research in Geographical and Environmental Education, 9(4), 296–304. https://doi.org/10.1080/10382040008667662
• Pearson, S., Honeywood, S., & O’Toole, M., (2005). Not yet learning for sustainability: The challenge of environmental education in a university. International Research in Geographical and Environmental Education, 14(3), 173–186. https://doi.org/10.1080/10382040508668349
• Peñalosa, M. E., & López, D. M., (2016). The millennials generation against the socially responsible consumption. Cuadernos Latinoamericanos de Administración,12(23), 73–81. http://hdl.handle.net/20.500.12010/9528.
• Ramos, T. B., Caeiro, S., Pires, S. M., & Videira, N., (2018). How are new sustainable development approaches responding to societal challenges?Sustainable Development, 26(2), 117–121. https://doi.org/10.1002/sd.1730
• Rojas, O. A., & Londoño, A. A., (2016). From environmental education to the configuration of sustainability networks in Colombia. Perfiles Educativos,38(151), 175–187. https://www.scielo.org.mx/pdf/peredu/v38n151/0185-2698-peredu-38-151-00175.pdf.
• Sahin, E., & Alici, S., (2019). An associational study on pre-service early childhood teachers’ nature relatedness in education for sustainability. International Research in Geographical and Environmental Education, 28(4), 343–357. https://doi.org/10.1080/10382046.2019.1651040
• Salas, J., (2018). Mirror Class, the most practical instrument for internationalization and research. Revista Arjé, 1(2), 26–33. https://revistas.utn.ac.cr/index.php/arje/article/view/161.
• Suryanda, A., Azrai, E. P., Nuramadhan, M., & Ichsan, I. Z., (2020). Analogy and critical thinking skills: Implementation learning strategy in biodiversity and environment topic. Universal Journal of Educational Research, 8(4A), 45–50. https://doi.org/10.13189/ujer.2020.081807
• Sutinen, A., (2008). Constructivism and education: Education as an interpretative transformational process. Studies in Philosophy and Education, 27(1), 1–14. https://doi.org/10.1007/s11217-007-9043-5
• Troncoso, P. C., (2022). Digital education in higher education institutions (HEIs): Mirror class. Management Review, 7(1), 19–30. https://doi.org/10.18583/umr.v7i1.195
• UN. (2015). Sustainable development Goals. Goal 4. UN. https://www.un.org/sustainabledevelopment/en/education/.
• UNESCO. (2017). Education for Sustainable Development Goals–Learning objectives.
• Wals, A., (2009). Review of contexts and structures for education for sustainable development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000184944.
• Yangali, J. S., Varón, T., & Calla, K. M., (2021). Mirror class, a pedagogical internationalization strategy to strengthen research competence in students of Latin American universities. Zona Próxima,35, 3–21. https://doi.org/10.14482/zp.35.001.42
• Zabalza, M. A., (2012). The study of “best teaching practices” in Higher Education. Revista de Docencia Universitaria,10(1), 17–42. https://doi.org/10.4995/redu.2012.6120
• Zoido, F., (2007). The application of the European Landscape Convention in Spain. European Landscape Convention. Texts and Commentaries, Ministry of Environment.