000125846 001__ 125846
000125846 005__ 20240731103404.0
000125846 0247_ $$2doi$$a10.3390/educsci13040341
000125846 0248_ $$2sideral$$a133097
000125846 037__ $$aART-2023-133097
000125846 041__ $$aeng
000125846 100__ $$0(orcid)0000-0003-0338-9835$$aLorente Echeverría, Silvia$$uUniversidad de Zaragoza
000125846 245__ $$aWhole systems thinking and context of the university teacher on curricular sustainability in Primary Education Teaching Degrees at the University of Zaragoza
000125846 260__ $$c2023
000125846 5060_ $$aAccess copy available to the general public$$fUnrestricted
000125846 5203_ $$aThe traditional, mechanistic university context is far from achieving commitment and accountability for Education for Sustainable Development (ESD). The whole structure must be redefined in terms of teaching, research, management, and the connection with the whole community. The main objective is based on identifying the cognitive perception that university teachers have in relation to curricular sustainability, and how this is linked to the context in which they develop their teaching practice. The sample is made up of 15 teachers, selected purposively and non-randomly: 3 women and 12 men, with a mean age of 45.57 9.72. The information was obtained from focus groups, using a semi-structured questionnaire. The QRS NVIVO 12 software program was used for content analysis. The results show a preponderant lack of knowledge, skills, and abilities in sustainability, given a lack of attitude towards change. The results show that the transformation lies in teacher training, based on workshops, courses, or experiential activities. Finally, assessing their own context, the participants highlighted the lack of a joint institutional strategy on sustainability.
000125846 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000125846 592__ $$a0.669$$b2023
000125846 593__ $$aComputer Science (miscellaneous)$$c2023$$dQ2
000125846 593__ $$aComputer Science Applications$$c2023$$dQ2
000125846 593__ $$aPublic Administration$$c2023$$dQ2
000125846 593__ $$aEducation$$c2023$$dQ2
000125846 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2023$$dQ2
000125846 593__ $$aDevelopmental and Educational Psychology$$c2023$$dQ2
000125846 594__ $$a4.8$$b2023
000125846 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000125846 700__ $$0(orcid)0000-0002-2355-7245$$aCanales Lacruz, Inma$$uUniversidad de Zaragoza
000125846 700__ $$0(orcid)0000-0003-4755-6842$$aMurillo Pardo, Berta$$uUniversidad de Zaragoza
000125846 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000125846 773__ $$g13, 4 (2023), 341 [12 pp.]$$tEducation Sciences$$x2227-7102
000125846 8564_ $$s1019772$$uhttps://zaguan.unizar.es/record/125846/files/texto_completo.pdf$$yVersión publicada
000125846 8564_ $$s2714072$$uhttps://zaguan.unizar.es/record/125846/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000125846 909CO $$ooai:zaguan.unizar.es:125846$$particulos$$pdriver
000125846 951__ $$a2024-07-31-10:00:52
000125846 980__ $$aARTICLE