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Formación docente para la sostenibilidad: práctica actual y desafíos pendientes

  • Ingrid Mulà [1] ; Daniella Tilbury [2]
    1. [1] Universidad de Girona
    2. [2] University of Cambridge
  • Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 23, 2023 (Ejemplar dedicado a: Formación de Profesores de Matemáticas para la Sostenibilidad (FPMpS): una agenda de investigación emergente), págs. 5-18
  • Idioma: español
  • Títulos paralelos:
    • Teacher education for sustainability: Current practice and outstanding challenges
  • Enlaces
  • Resumen
    • español

      El paso a un futuro sostenible requiere que todos aprendamos a vivir, trabajar y relacionarnos con nuestro planeta de manera diferente. La formación del profesorado ha sido reconocida como uno de los catalizadores más importantes para llevar la innovación y la sostenibilidad a la educación y, por lo tanto, apoyar al alumnado para que contribuya a la transición verde. Este artículo resalta la necesidad de abordar la Educación para el Desarrollo Sostenible (EDS) y describe el papel fundamental de la formación docente en el avance del desarrollo sostenible. Basándose en un estudio encargado por la Comisión Euro-pea, las autoras identifican los desafíos clave y las lecciones aprendidas para mejorar el aprendizaje profe-sional de los docentes en EDS y proponen acciones para ayudar a los docentes y formadores de docentes, incluidos los docentes de matemáticas, a desarrollar competencias que les permitan conectar mejor su tra-bajo y experiencia con el imperativo de la sostenibilidad.

    • English

      The move to a sustainable future requires that we all learn to live, work and engage with our planet differently. Teacher education has been recognised as one of the most significant catalysts for bringing innovation and sustainability into education and thus supporting learners to contribute to the green transition. This theoretical paper seeks to provide an understanding of the need for, and challenge of, mainstreaming Education for Sustainable Development (ESD) and describes the critical role of teacher education in advancing sustainable development. Drawing on findings of a literature review and case study collection commissioned by the European Commission, the authors identify key challenges and lessons learned to enhance teachers’professional learningin ESD. Future practice is identified to support efforts in this area and help teachers and teacher educators, including mathematics educators, to build compe-tences that better allow them to connect their work and expertise with the sustainability imperative

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