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Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how effective current quality assurance processes may be; how congruent open access publication processes may be with the ideals of sustainability and of the SDGs; and about what new and different indicators of quality might look like. An inductive analysis of their reflections yielded three emergent and reoccurring themes: casting doubt on the fitness for purpose of current academic publication processes and means to assure their quality; seeking justice for all involved in academic publication; and creating opportunities for change. In writing this article, authors considered these themes and how academia might address them.
Kerry Shephard; Gladman Thondhlana; Lili-Ann Wolff; Dina Zoe Belluigi; Marco Rieckmann; Pedro Vega-Marcote. On the Nature of Quality in the Contexts of Academic Publication and Sustainability. Frontiers in Education 2021, 6, 1 .
AMA StyleKerry Shephard, Gladman Thondhlana, Lili-Ann Wolff, Dina Zoe Belluigi, Marco Rieckmann, Pedro Vega-Marcote. On the Nature of Quality in the Contexts of Academic Publication and Sustainability. Frontiers in Education. 2021; 6 ():1.
Chicago/Turabian StyleKerry Shephard; Gladman Thondhlana; Lili-Ann Wolff; Dina Zoe Belluigi; Marco Rieckmann; Pedro Vega-Marcote. 2021. "On the Nature of Quality in the Contexts of Academic Publication and Sustainability." Frontiers in Education 6, no. : 1.
The aim of our research was to study attitudinal trends in Spanish trainee teachers regarding Global Environmental Change (GEC), in order to identify elements that should be enhanced in their education. The Scale of Global Environmental Change (SGEC) was used as a measurement instrument to explore attitudes on how to deal with GEC. A cluster analysis of the scores of the four SGEC factors (N = 950) was carried out in order to segment the cases into groups of similar response profiles. Two solutions are proposed: one made up of two clusters (Concerned and Disengaged) and the other of four clusters (Egocentric, Indifferent, Sceptical and Committed). Furthermore, we have analysed whether some of the students’ characteristics significantly influence their inclusion in one cluster or another. The results of this study show that among trainee teachers there are sceptical, self-centered and indifferent trends, which do not correspond to people capable of promoting the transformation needed to deal with GEC. Therefore, it is necessary to improve their training with new educational models that favour the recognition of the real origin of socio-environmental problems and provide them with skills to promote individual and social responsibility.
Mercedes Varela-Losada; Pedro Vega-Marcote; María Lorenzo-Rial; Uxío Pérez-Rodríguez. The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-in-Training. Sustainability 2021, 13, 493 .
AMA StyleMercedes Varela-Losada, Pedro Vega-Marcote, María Lorenzo-Rial, Uxío Pérez-Rodríguez. The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-in-Training. Sustainability. 2021; 13 (2):493.
Chicago/Turabian StyleMercedes Varela-Losada; Pedro Vega-Marcote; María Lorenzo-Rial; Uxío Pérez-Rodríguez. 2021. "The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-in-Training." Sustainability 13, no. 2: 493.
El desafío ambiental es uno de los principales retos que debe afrontar el profesorado. La finalidad de este estudio fue conocer cómo las características y circunstancias personales pueden influir en las actitudes del futuro profesorado hacia una educación ambiental transformadora. Para ello se empleó una muestra de 889 estudiantes de los Grados en Educación Infantil y Primaria españoles, analizándose sus puntuaciones en los factores de la escala validada Attitudes Scale toward Environmental Education (ASEE), mediante técnicas de estadística descriptiva e inferencial. Los resultados obtenidos indican que factores como el sexo, el tipo de escuela preuniversitaria y la educación de las familias deben ser tenidos en cuenta, ya que tienen implicaciones prácticas para la formación de los futuros docentes en lo que denominamos una educación ambiental transformadora
Maria-Asunción Lorenzo-Rial; Pedro Vega-Marcote. ¿Influyen las características personales del profesorado en formación en sus actitudes hacia una educación ambiental transformadora? Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana 2020, 57, 1 -22.
AMA StyleMaria-Asunción Lorenzo-Rial, Pedro Vega-Marcote. ¿Influyen las características personales del profesorado en formación en sus actitudes hacia una educación ambiental transformadora? Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana. 2020; 57 (2):1-22.
Chicago/Turabian StyleMaria-Asunción Lorenzo-Rial; Pedro Vega-Marcote. 2020. "¿Influyen las características personales del profesorado en formación en sus actitudes hacia una educación ambiental transformadora?" Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana 57, no. 2: 1-22.
Mercedes Varela-Losada; Uxío Pérez-Rodríguez; María Lorenzo-Rial; Pedro Vega-Marcote; Alan Reid. Dealing with global environmental change: the design and validation of the GEC attitude scale. Environmental Education Research 2020, 27, 110 -131.
AMA StyleMercedes Varela-Losada, Uxío Pérez-Rodríguez, María Lorenzo-Rial, Pedro Vega-Marcote, Alan Reid. Dealing with global environmental change: the design and validation of the GEC attitude scale. Environmental Education Research. 2020; 27 (1):110-131.
Chicago/Turabian StyleMercedes Varela-Losada; Uxío Pérez-Rodríguez; María Lorenzo-Rial; Pedro Vega-Marcote; Alan Reid. 2020. "Dealing with global environmental change: the design and validation of the GEC attitude scale." Environmental Education Research 27, no. 1: 110-131.
Purpose Higher education institutions have a valuable dual role in disseminating the circular economy (CE) as a new sustainability paradigm. First, the university teaches students about this subject. Second, it prepares future teachers to incorporate sustainability into other educational levels. This paper aims to present the results of implementing a set of activities designed to improve the attitudes and actions of students to reduce their daily impact on campus and to be active agents for change to the CE. Design/methodology/approach The participants were students enrolled for the Degree in Primary Education at the University of Corunna. Following a qualitative approach, students’ proposals were analyzed using the key indicators identified by the European Commission to measure progress toward the CE. Findings The results demonstrate that these activities make students reflect and act on their daily impact. They propose and develop diverse solutions on campus, such as increased paper-, water- and energy-saving activities and discover the benefits of teaching for action. However, the indicators show that they do not apply the three principles of the CE in a balanced way. Research limitations/implications An improvement should analyze the same students in the following year to verify progress. Originality/value This experience with preservice teachers may help to extend the values and knowledge associated with integral sustainability and provide CE solutions on campus and in schools throughout the country.
Anxela Bugallo-Rodríguez; Pedro Vega-Marcote. Circular economy, sustainability and teacher training in a higher education institution. International Journal of Sustainability in Higher Education 2020, 21, 1351 -1366.
AMA StyleAnxela Bugallo-Rodríguez, Pedro Vega-Marcote. Circular economy, sustainability and teacher training in a higher education institution. International Journal of Sustainability in Higher Education. 2020; 21 (7):1351-1366.
Chicago/Turabian StyleAnxela Bugallo-Rodríguez; Pedro Vega-Marcote. 2020. "Circular economy, sustainability and teacher training in a higher education institution." International Journal of Sustainability in Higher Education 21, no. 7: 1351-1366.
Uno de los principales retos que debe afrontar la educación es la búsqueda de la Sostenibilidad. Y en este proceso, el profesorado es un pilar fundamental. Por ello, se presenta una propuesta educativa de formación inicial de profesorado basada en la experimentación y análisis de un ciclo de aprendizaje entorno a la problemática socioambiental del cambio climático. Para su evaluación se utilizó una metodología de carácter mixto. Los resultados obtenidos sugieren que este tipo de prácticas pueden contribuir a mejorar el compromiso del futuro profesorado con una Educación Ambiental orientada hacia la Sostenibilidad y crítica con el modelo actual de desarrollo, permitiendo la construcción de un marco educativo basado en metodologías globalizadas y participativas, así como a favorecer la adquisición de competencias docentes.
Mercedes Varela-Losada; Azucena Arias-Correa; Pedro Vega-Marcote. Educar para el cambio y la sostenibilidad: Evaluación de una propuesta de aprendizaje experiencial para formar al profesorado en formación inicial. Revista Portuguesa de Educação 2019, 32, 57 -73.
AMA StyleMercedes Varela-Losada, Azucena Arias-Correa, Pedro Vega-Marcote. Educar para el cambio y la sostenibilidad: Evaluación de una propuesta de aprendizaje experiencial para formar al profesorado en formación inicial. Revista Portuguesa de Educação. 2019; 32 (2):57-73.
Chicago/Turabian StyleMercedes Varela-Losada; Azucena Arias-Correa; Pedro Vega-Marcote. 2019. "Educar para el cambio y la sostenibilidad: Evaluación de una propuesta de aprendizaje experiencial para formar al profesorado en formación inicial." Revista Portuguesa de Educação 32, no. 2: 57-73.
The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges.
Mercedes Varela-Losada; Azucena Arias-Correa; Uxío Pérez-Rodríguez; Pedro Vega-Marcote. How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain. Sustainability 2019, 11, 4309 .
AMA StyleMercedes Varela-Losada, Azucena Arias-Correa, Uxío Pérez-Rodríguez, Pedro Vega-Marcote. How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain. Sustainability. 2019; 11 (16):4309.
Chicago/Turabian StyleMercedes Varela-Losada; Azucena Arias-Correa; Uxío Pérez-Rodríguez; Pedro Vega-Marcote. 2019. "How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain." Sustainability 11, no. 16: 4309.
Al comprar, tanto sencillos productos de primera necesidad como artículos de lujo, estamos, en la mayoría de los casos, tomando decisiones que afectan a la calidad ambiental del planeta. Pero son pocas las personas que conocen la relación entre nuestros hábitos cotidianos y la actual crisis ambiental global. Así, aunque muchas personas están concienciadas para actuar sosteniblemente, no saben cómo hacerlo la mayoría de las veces. Por ello, es imprescindible que se les de a los ciudadanos – consumidores – una información adecuada y se les capacite para actuar sosteniblemente y, en ello, dos áreas transversales, la Educación Ambiental y la Educación para el Consumo juegan un papel fundamental. De acuerdo con ello, se presenta una estrategia didáctica que, desde la "transversalidad" de la transversalidad, pretende concienciar y capacitar hacia un consumo responsable y sostenible, de la cual se muestran, además, los resultados obtenidos tras su aplicación en alumnos de educación secundaria (14-16 años).Palabras clave: Transversalidad; Estrategia didáctica; Sostenibilidad
Pedro Álvarez Suárez; Pedro Vega Marcote. "Transversalidad" de la transversalidad. Análisis de una estrategia didáctica aplicada a la educación para la sostenibilidad. Revista Portuguesa de Educação 2018, 23, 239 -262.
AMA StylePedro Álvarez Suárez, Pedro Vega Marcote. "Transversalidad" de la transversalidad. Análisis de una estrategia didáctica aplicada a la educación para la sostenibilidad. Revista Portuguesa de Educação. 2018; 23 (2):239-262.
Chicago/Turabian StylePedro Álvarez Suárez; Pedro Vega Marcote. 2018. ""Transversalidad" de la transversalidad. Análisis de una estrategia didáctica aplicada a la educación para la sostenibilidad." Revista Portuguesa de Educação 23, no. 2: 239-262.
The environmental crisis, caused by unsustainable development and an unjust model, requires a global change in a political, social and environmental context. To promote this change we need to redirect Higher Education to train citizens to be able to make responsible decisions and act in a sustainable way. This requires educational initiatives promoted by universities to redirect teacher training towards sustainability. With this objective we present and focus a teacher training proposal based on treating the problems of Climate Change, the climate education and the development of teaching skills. Its purpose is to enable students of the Faculty of Education Sciences, future teaching staff, to participate, individually and collectively, in improving this socio-environmental problem of a local and global nature, which also has a multiplier effect for society in their later professional development. The proposal is based on a holistic and participatory methodology, promoting the development of sustainable skills, participation, information processing, critical thinking and autonomous and informed decision-making using ICTs and a platform providing distance learning. The experience can be the foundation for future proposals in different contexts and for different professional profiles.
Mercedes Varela-Losada; Azucena Arias-Correa; Pedro Vega-Marcote. Training Teachers Committed to Climate Change Mitigation. Climate Change Management 2018, 307 -321.
AMA StyleMercedes Varela-Losada, Azucena Arias-Correa, Pedro Vega-Marcote. Training Teachers Committed to Climate Change Mitigation. Climate Change Management. 2018; ():307-321.
Chicago/Turabian StyleMercedes Varela-Losada; Azucena Arias-Correa; Pedro Vega-Marcote. 2018. "Training Teachers Committed to Climate Change Mitigation." Climate Change Management , no. : 307-321.
Uxío Pérez-Rodríguez; Mercedes Varela-Losada; Francisco Javier Álvarez Lires; Pedro Vega-Marcote. Attitudes of preservice teachers: Design and validation of an attitude scale toward environmental education. Journal of Cleaner Production 2017, 164, 634 -641.
AMA StyleUxío Pérez-Rodríguez, Mercedes Varela-Losada, Francisco Javier Álvarez Lires, Pedro Vega-Marcote. Attitudes of preservice teachers: Design and validation of an attitude scale toward environmental education. Journal of Cleaner Production. 2017; 164 ():634-641.
Chicago/Turabian StyleUxío Pérez-Rodríguez; Mercedes Varela-Losada; Francisco Javier Álvarez Lires; Pedro Vega-Marcote. 2017. "Attitudes of preservice teachers: Design and validation of an attitude scale toward environmental education." Journal of Cleaner Production 164, no. : 634-641.
El fin de este estudio es obtener las tendencias actitudinales de un grupo de profesorado en formación inicial en España (N = 889; 83.4% mujeres y 16,6% hombres; 53.6% de Educación Primaria y 44.8% de Educación Infantil), a partir del análisis clúster de los datos conseguidos a través de una escala, previamente construida y validada, que relaciona las actitudes: (a) frente a la problemática socioambiental, y (b) hacia a una educación ambiental transformadora. Dicho análisis pone de manifiesto la existencia de actitudes acríticas y conformistas, que sugieren que el profesorado en formación no está preparado para afrontar los retos de la sostenibilidad, aunque también aparece un perfil transformador que concuerda con una educación ambiental enfocada hacia la acción sostenible. Los resultados obtenidos pueden contribuir a realizar propuestas formativas en este campo y en otros contextos y a identificar aquellos elementos que deben ser potenciados. This study aims to obtain the attitudinal tendencies of a group of teachers in initial training in Spain (N = 889; 83.4% women and 16.6% men; 53.6% in Primary Education, and 44.8%, in Early Childhood Education), from cluster analysis of the data collected through a previously constructed and validated scale that relates their attitudes: (a) facing socio-environmental problems, and (b) toward transformative environmental education. This analysis reveals the existence of critical and conformist attitudes that suggests that trainee teachers are not prepared to face sustainability challenges, although there is also a transformative profile consistent with environmental education focused on sustainable action. The results obtained may contribute to making training proposals in this field and in other contexts and to identifying those elements that should be reinforced.
Uxío Pérez-Rodríguez; Mercedes Varela-Losada; María Lorenzo-Rial; Pedro Vega-Marcote. Tendencias actitudinales del profesorado en formación hacia una educación ambiental transformadora. Revista de Psicodidáctica 2017, 22, 60 -68.
AMA StyleUxío Pérez-Rodríguez, Mercedes Varela-Losada, María Lorenzo-Rial, Pedro Vega-Marcote. Tendencias actitudinales del profesorado en formación hacia una educación ambiental transformadora. Revista de Psicodidáctica. 2017; 22 (1):60-68.
Chicago/Turabian StyleUxío Pérez-Rodríguez; Mercedes Varela-Losada; María Lorenzo-Rial; Pedro Vega-Marcote. 2017. "Tendencias actitudinales del profesorado en formación hacia una educación ambiental transformadora." Revista de Psicodidáctica 22, no. 1: 60-68.
This study aims to obtain the attitudinal tendencies of a group of teachers in initial training in Spain (N = 889; 83.4% women and 16.6% men; 53.6% in Primary Education, and 44.8%, in Early Childhood Education), from cluster analysis of the data collected through a previously constructed and validated scale that relates their attitudes: (a) facing socio-environmental problems and (b) toward transformative Environmental Education. This analysis reveals the existence of critical and conformist attitudes that suggests that trainee teachers are not prepared to face sustainability challenges, although there is also a transformative profile consistent with Environmental Education focused on sustainable action. The results obtained may contribute to making training proposals in this field and in other contexts and to identifying those elements that should be reinforced.
Uxío Pérez-Rodríguez; Mercedes Varela-Losada; María-Asunción Lorenzo-Rial; Pedro Vega-Marcote. Attitudinal Trends of Teachers-in-training on Transformative Environmental Education. Revista de Psicodidáctica (English ed.) 2017, 22, 60 -68.
AMA StyleUxío Pérez-Rodríguez, Mercedes Varela-Losada, María-Asunción Lorenzo-Rial, Pedro Vega-Marcote. Attitudinal Trends of Teachers-in-training on Transformative Environmental Education. Revista de Psicodidáctica (English ed.). 2017; 22 (1):60-68.
Chicago/Turabian StyleUxío Pérez-Rodríguez; Mercedes Varela-Losada; María-Asunción Lorenzo-Rial; Pedro Vega-Marcote. 2017. "Attitudinal Trends of Teachers-in-training on Transformative Environmental Education." Revista de Psicodidáctica (English ed.) 22, no. 1: 60-68.
The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires a global change on a political, social, and environmental level. To boost this change it is necessary to redirect education, and specifically Environmental Education for Sustainable Development, to educate citizens so that they are capable of making responsible, solidary and sustainable decisions. This requires educational initiatives promoted by higher education institutions for reorienting teacher education towards sustainability. With this aim we present and substantiate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems, bridging the gap between theory and practice. Its purpose is to enable future teachers to participate, individually and collectively, in the improvement of social-environmental problems, local and global, fostering sustainable life-styles, through teaching material designed for this purpose. Its implementation and evaluation shows that this experiential educational model promotes and favors sustainable actions in Faculties of Educational Science, responsible for basic teacher training in Spain. It also carries a multiplying effect, due to students’ professional perspectives, and it could be the basis for future proposals elsewhere.
Pedro Vega-Marcote; Mercedes Varela-Losada. Basic Teacher Training Oriented Toward Sustainability: Why and How to Carry It Out Today? World Sustainability Series 2016, 83 -96.
AMA StylePedro Vega-Marcote, Mercedes Varela-Losada. Basic Teacher Training Oriented Toward Sustainability: Why and How to Carry It Out Today? World Sustainability Series. 2016; ():83-96.
Chicago/Turabian StylePedro Vega-Marcote; Mercedes Varela-Losada. 2016. "Basic Teacher Training Oriented Toward Sustainability: Why and How to Carry It Out Today?" World Sustainability Series , no. : 83-96.
The current state of the planet’s environmental deterioration calls for formal educational contexts to implement effective environmental proposals which nurture action competence. The aim of this paper is to examine the educational proposals in formal contexts that have been published in the two research journals of greatest impact on Environmental Education during the period 2008–2013, and to analyse how they contribute to the development of action competence. Special attention is paid to research (i) based on real participation by students; (ii) promotes reflection on the complexity of environmental issues; (iii) facilitates critical thinking; (iv) encourages autonomous and responsible decision-making and (v) involves communities. Our results show that these approaches can help improve the development of action-focused environmental education and bring to light a series of challenges for future research.
Mercedes Varela-Losada; Pedro Vega-Marcote; Uxío Pérez-Rodríguez; María Álvarez-Lires. Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research 2015, 22, 390 -421.
AMA StyleMercedes Varela-Losada, Pedro Vega-Marcote, Uxío Pérez-Rodríguez, María Álvarez-Lires. Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research. 2015; 22 (3):390-421.
Chicago/Turabian StyleMercedes Varela-Losada; Pedro Vega-Marcote; Uxío Pérez-Rodríguez; María Álvarez-Lires. 2015. "Going to action? A literature review on educational proposals in formal Environmental Education." Environmental Education Research 22, no. 3: 390-421.
The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires global change on a political, social and environmental level. To boost this change, it is necessary to redirect education and, specifically, environmental education, to educate citizens so that they are capable of making responsible decisions and behaving sustainably. The purpose of this study is to evaluate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems. Its final aim is to search for a model that enables students to participate, individually and collectively, in the solution of socio-environmental problems in their surroundings, but without losing the global perspective, and that fosters sustainable life styles. To do so, a quasi-experimental quantitative research was performed with two pretest-posttest phases to compare the results of an active and participative methodology with another more expository one. The results show significant differences in the knowledge, attitudes and intention of the behavior of the aspiring teachers. Thus, this first analysis shows that the experiential educational model promotes and favors sustainable actions in higher education (the faculty of educational science, responsible for basic teacher training) more efficiently and could be the basis for future proposals in this field.
Pedro Vega-Marcote; Mercedes Varela-Losada; Pedro Álvarez-Suárez. Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain. Sustainability 2015, 7, 2603 -2622.
AMA StylePedro Vega-Marcote, Mercedes Varela-Losada, Pedro Álvarez-Suárez. Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain. Sustainability. 2015; 7 (3):2603-2622.
Chicago/Turabian StylePedro Vega-Marcote; Mercedes Varela-Losada; Pedro Álvarez-Suárez. 2015. "Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain." Sustainability 7, no. 3: 2603-2622.
Resumo Este artigo tem como objetivo apresentar brevemente o projeto LOCAW (Low Carbon at Work), um projecto financiado pelo 7º Programa Cadro da União Europeia que visa promover a compreensão das barreiras e melhorar estilos de vida sustentáveis através da investigação sobre os determinantes do comportamento nas práticas cotidianas e no local de trabalho. Este projecto centra-se em seis grandes organizações que ocupam diferentes posições no debate sobre a abordagem da sustentabilidade. Um enfoque multimétodo é apresentado, com ênfase especial sobre o uso de cenários de back-casting como metodologia inovadora que pode ajudar a projetar padrões sustentáveis de mudança nas organizações. Finalmente, este trabalho apresenta os resultados preliminares da primeira parte do projeto, que incide sobre o diagnóstico das práticas cotidianas no ambiente de trabalho. Tanto a metodologia de cenários de back-casting e os resultados preliminares serão apresentados exclusivamente relacionados com o estudo de caso espanhol, ou seja, uma universidade.ou seja, uma universidade.
Ricardo García-Mira; Adina C. Dumitru; Pedro Vega-Marcote. Consumo Sustentável nas Organizações: Abordagens Multimétodo de Estudo do Comportamento Pró-Ambiental no Local de Trabalho. Psico 2014, 45, 350 .
AMA StyleRicardo García-Mira, Adina C. Dumitru, Pedro Vega-Marcote. Consumo Sustentável nas Organizações: Abordagens Multimétodo de Estudo do Comportamento Pró-Ambiental no Local de Trabalho. Psico. 2014; 45 (3):350.
Chicago/Turabian StyleRicardo García-Mira; Adina C. Dumitru; Pedro Vega-Marcote. 2014. "Consumo Sustentável nas Organizações: Abordagens Multimétodo de Estudo do Comportamento Pró-Ambiental no Local de Trabalho." Psico 45, no. 3: 350.
Purpose – The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption. Design/methodology/approach – Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place. Findings – Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption. Research limitations/implications – The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored. Practical implications – A reduction of individual and collective consumption in universities. Originality/value – The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.
Pedro Álvarez-Suárez; Pedro Vega-Marcote; Ricardo Garcia Mira. Sustainable consumption: a teaching intervention in higher education. International Journal of Sustainability in Higher Education 2013, 15, 3 -15.
AMA StylePedro Álvarez-Suárez, Pedro Vega-Marcote, Ricardo Garcia Mira. Sustainable consumption: a teaching intervention in higher education. International Journal of Sustainability in Higher Education. 2013; 15 (1):3-15.
Chicago/Turabian StylePedro Álvarez-Suárez; Pedro Vega-Marcote; Ricardo Garcia Mira. 2013. "Sustainable consumption: a teaching intervention in higher education." International Journal of Sustainability in Higher Education 15, no. 1: 3-15.
Pedro Vega; Pedro Alvarez. Formación de profesorado en España orientada a la sostenibilidad: implementación y análisis de una ‘ecometodología’. European Journal of Teacher Education 2012, 35, 495 -510.
AMA StylePedro Vega, Pedro Alvarez. Formación de profesorado en España orientada a la sostenibilidad: implementación y análisis de una ‘ecometodología’. European Journal of Teacher Education. 2012; 35 (4):495-510.
Chicago/Turabian StylePedro Vega; Pedro Alvarez. 2012. "Formación de profesorado en España orientada a la sostenibilidad: implementación y análisis de una ‘ecometodología’." European Journal of Teacher Education 35, no. 4: 495-510.
Para frenar el rápido deterioro ambiental, la Universidad ha de formar a las nuevas generaciones en un modelo de sostenibilidad integral (solidaridad sincrónica y diacrónica) y, además, contribuir al cambio en los estilos de vida, en los conocimientos y conductas de la sociedad actual. Ello precisa un nuevo marco teórico-metodológico bajo elparadigma de la sostenibilidad que fundamente y concrete las propuestas educativas. Tomando como referencia los principios del Desarrollo Sostenible y utilizando como “herramientas” la Agenda 21en la Universidad y la Huella Ecológica, hemos desarrollado y puesto en práctica una estrategia metodológica (ecometodología) con el fin de capacitar a nuestro alumnado (profesorado en formación) para actuar con criterios de sustentabilidad, tanto colectiva, como individualmente.
Pedro Vega Marcote; Pedro Álvarez Suárez. Agenda 21 and the ecological footprint as instruments to achieve a sustainable university. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 2011, 29, 207 -219.
AMA StylePedro Vega Marcote, Pedro Álvarez Suárez. Agenda 21 and the ecological footprint as instruments to achieve a sustainable university. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas. 2011; 29 (2):207-219.
Chicago/Turabian StylePedro Vega Marcote; Pedro Álvarez Suárez. 2011. "Agenda 21 and the ecological footprint as instruments to achieve a sustainable university." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 29, no. 2: 207-219.
Pedro Vega-Marcote; M. Freitas; P. Álvarez Suárez; R. Fleuri. Marco teórico y metodológico de educación ambiental e intercultural para un desarrollo sostenible. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 2007, 4, 539 -554.
AMA StylePedro Vega-Marcote, M. Freitas, P. Álvarez Suárez, R. Fleuri. Marco teórico y metodológico de educación ambiental e intercultural para un desarrollo sostenible. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias. 2007; 4 (3):539-554.
Chicago/Turabian StylePedro Vega-Marcote; M. Freitas; P. Álvarez Suárez; R. Fleuri. 2007. "Marco teórico y metodológico de educación ambiental e intercultural para un desarrollo sostenible." Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 4, no. 3: 539-554.