Sustainability and storytelling in primary english teacher training: a study on language and professional competence acquisition

• Aguirregoitia Martínez, Amaia ^[1] ; Kortazar Billelabeitia, Paulo ; Balza Tardaguilla, Irene ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, ISSN-e 2530-3791, ISSN 0213-8646, Nº. Extra 100 (Vol), 2025, págs. 149-164
• Idioma: inglés
• DOI: 10.47553/rifop.v100iNE.102894
• Títulos paralelos:
  • Sostenibilidad y narración de historias en la formación docente para Inglés de primaria: adquisición de competencias lingüísticas y profesionales
• Enlaces
  • Texto completo
• Resumen
  • español

    La educación desempeña un papel decisivo en el desafío global que supone la sostenibilidad. Por ese motivo, los programas universitarios de educación deben promover el compromiso de los futuros docentes con la Agenda 2030 y proporcionarles las competencias, recursos y métodos necesarios para integrar la sostenibilidad en los planes de estudio. Este artículo analiza la efectividad de un proyecto interdisciplinar basado en competencias que utiliza metodologías de aprendizaje basado en proyectos (ABP) así como aprendizaje basado en la investigación (ABI) con la narración de historias como elemento central. El proyecto pretende lograr los dos objetivos mencionados, desarrollar la competencia multilingüe de los futuros docentes y las habilidades transversales (superiores, interpersonales e intrapersonales) necesarias para reflexionar críticamente sobre la sostenibilidad y tomar medidas para su desarrollo. La investigación utiliza una metodología de pretest y postest, sin grupo de control y una muestra de 61 estudiantes complementada con una entrevista a un grupo focal. Los resultados confirman la mejora en los criterios para seleccionar recursos (historias y materiales relacionados) para la educación en sostenibilidad, la capacidad para aplicar técnicas de narración, las habilidades de lenguaje académico oral y escrito, así como habilidades de investigación y competencias transversales tales como el pensamiento crítico.

  • English

    Education plays a decisive role to face the global challenge of sustainability. That is the reason why the university degrees of education must aim to promote pre-service teachers’ compromise with the Agenda 2030 and provide them with the competencies, resources and methods to integrate sustainability into curricula. This paper analyses the effectiveness of a cross-curricular competency-based project involving both PBL and RBL methodologies, with storytelling as a pivotal element, which aims to achieve the two aforementioned objectives, as well as to develop prospective teachers’ multilingual competence and the transversal (higher-order, inter- and intrapersonal) skills necessary to critically reflect on the ideas of sustainable development and the values that underlie them in order to take action for sustainable development. The research uses a pre-test/post-test methodology, with no control group, a sample of 61 students which is finally complemented with a focus-group interview. The results confirm the positive effects of the project on the acquisition of criteria to select resources (mainly stories and related materials) for sustainability education, their ability to apply storytelling techniques,  their oral and written academic language skills, and also the development of research skills and transversal competences, among others, creativity, critical thinking, reasoned-decision making, communication and team-work skills.

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