Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change
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Título: | Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change |
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Autor/es: | Morote Seguido, Álvaro Francisco | Hernández-Hernández, María | Olcina, Jorge |
Grupo/s de investigación o GITE: | Agua y Territorio | Clima y Ordenación del Territorio | Grupo de Investigación en Historia y Clima |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Análisis Geográfico Regional y Geografía Física |
Palabras clave: | Floods | Teaching | Education | Social Sciences | Geography |
Área/s de conocimiento: | Análisis Geográfico Regional |
Fecha de publicación: | 31-jul-2021 |
Editor: | MDPI |
Cita bibliográfica: | Morote Á-F, Hernández M, Olcina J. Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change. Sustainability. 2021; 13(15):8560. https://doi.org/10.3390/su13158560 |
Resumen: | The aims of this research, based on a case study (trainee teachers of Primary degree and Secondary Education–MAES of the University of Valencia, Spain), are to analyse the students’ memories and perceptions of their training about floods; to examine the interest in teaching these contents in Social Science and/or Geography classes; and to analyse their proposals to improve teacher training. Methodologically, a questionnaire was distributed among 204 future teachers. The results indicate that the majority, in both groups, (degree and MAES) consider themselves to have a medium level of preparedness to teach these contents to schoolchildren (value of 3): 47.0% of the degree students and 47.4% of the MAES students. In both groups, the majority (89.2% degree; 57.9% MAES) indicate that they had not received training in the university or if they had, it had been insufficient. The study reveals that both those who have received training and those who have not believe themselves to have a similar level of preparedness. As the results of this study show, there is still a lot of ground to be covered in the field of education so that it may become an essential tool to generate a society that is more resilient to climate change. |
Patrocinador/es: | The results presented in this article are part of the research project “Social representations of school content in the development of teaching competencies” funded by the Spanish MINECO under grant number PGC2018-094491-B-C32 and co-financed with EU FEDER funds. |
URI: | http://hdl.handle.net/10045/117245 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su13158560 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/su13158560 |
Aparece en las colecciones: | INV - Agua y Territorio - Artículos de Revistas INV - HYC - Artículos de Revistas INV - CyOT - Artículos de Revistas |
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