Analysing the Sustainability Competencies of Preservice Teachers in Spain

Autor/inn/en	Baena-Morales, Salvador; García-Taibo, Olalla; Merma-Molina, Gladys; Ferriz-Valero, Alberto
Titel	Analysing the Sustainability Competencies of Preservice Teachers in Spain
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 3, S.731-744 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baena-Morales, Salvador) ORCID (García-Taibo, Olalla) ORCID (Merma-Molina, Gladys) ORCID (Ferriz-Valero, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-02-2022-0040
Schlagwörter	Preservice Teachers; Teacher Education Programs; Physical Education; Higher Education; Sustainable Development; Student Attitudes; Physical Education Teachers; Teacher Competencies; Gender Differences; Age Differences; Foreign Countries; Team Sports; Self Concept; Self Evaluation (Individuals); Interpersonal Competence; Sports Medicine; Undergraduate Students; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltige Entwicklung; Schülerverhalten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrkunst; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ausland; Mannschaftssport; Selbstkonzept; Interpersonale Kompetenz; Sportmedizin; Spanien
Abstract	Purpose: Physical education has been described as an essential material to contribute to sustainable development. Therefore, it is necessary to examine the proficiency of higher education students in the three dimensions of sustainable development. This paper aims to analyse both the competences associated with the sustainability of preservice physical education teachers and the curriculum's influence on them. Design/methodology/approach: In total, 341 students (112 women) completed the validated Physical Education for Sustainable Development--Future Teacher PESD-FT questionnaire. This instrument assesses sustainable competences in its three dimensions (social, economic and environmental). In order to determine the influence of the curriculum on sustainability competences, the academic year studied was used as a variable. Variables such as gender, age and competitive experience in institutionalised sport were also considered in the statistical analysis. Findings: The results showed that the total set of students scored above average in their self-perception of competences associated with sustainable development in all three dimensions. The Mann-Whitney U test and Kruskal-Wallis statistics showed no differences attributed to gender and grade, respectively. Originality/value: This could help to rule out the influence of the curriculum as the main factor in the acquisition of these sustainable competences. However, greater competitive experience in institutionalised sports was associated with greater proficiency in social competence within sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01