Educació ambientalun enfocament metodològic en formació inicial del professorat d'Educació Primària

Resumen

This thesis looks from the perspective of Environmental Education aimed at Sustainability and as a catalyst essence of Education for Change. It is also aimed, as a result of the research presented, at contributing to reducing the gap between the theoretical framework of Environmental Education and its didactic transposition to initial teacher training, as well as making significant contributions in the field of pedagogical approaches and methodological strategies in this field of education. Firstly, an analysis of the theoretical framework that has informed the development of Environmental Education is presented, as well as its reorientation and reconceptualisation during the 1990s, and current trends are debated. An analysis is then presented of the degree of incorporation of Environmental Education, as well as the factors that limit or make difficult its full integration, both at primary education level and in initial training of teachers. A revision and exhaustive analysis is also carried out of the current state of research into Environmental Education in Spain and internationally. Based on this, the deficit that exists particularly in the field of educational research in Environmental Education in initial teacher training is shown, especially in the field of pedagogical approaches and methodological strategies. The specific aim of the research is focused on (i) analysing the impact of a methodological focus (triaxial methodology) applied to an Environmental Education course in initial teacher training, and (ii) exploring the Environmental Education training process from the students point of view. This general aim has led to the following research objectives being defined: (a) to design and apply a triaxial methodological focus in Environmental Education teacher training, (b) to design and apply the instruments that encourage the process of individual and collective reflection in students, (c) to explore the Environmental Education training process from the students point of view and by means of the instruments used for reflection, and (d) to evaluate triaxial methodology in Environmental Education training for future Primary Education teachers. Interestingly, the triaxial methodology prepared and applied is based on the integration of three procedural axes the research process, the reflection process and the co-operative work process and is consistent with the theoretical model that is exposed and defended in the research (chapter 5 deals in particular with the design, structuring and development of the course based on this methodology). Research takes place within the interpretative paradigm of educational research and using a methodology of qualitative analysis. The sample consisted of a class group of 42 students in their third year of teacher training at the University of Girona. The analytical tools were the individual and collective reflection instruments used on the course. Worthy of special mention is the use of a group diary, especially designed and structured to encourage collective reflection as the most important contribution in terms of instruments for reflection. The group diary was the backbone instrument of the qualitative analysis methodology, and in the manner in which it was applied in this research, it has been shown to be valid as a nuclear and efficient instrument for group reflection, and for exploring and analysing the training process in Environmental Education and the general professional training of the group of students. The other instruments were basically individual questionnaires at different points on the course the documents produced by the students (didactic proposals in Environmental Education) and the researchers report. Triangulation took place using all the instruments. How the analysis process was carried out with each of the instruments and the results extracted are presented in detail in the research. Analysis of the results has enabled the evolution of the students thought to be noted over the duration of the course and a holistic and multi-dimensional analysis to be made of their Environmental Education training process, i.e. its relevance, holism, critical education, education in values, capacity for responsibility, action and dealing with different points of view and perspectives. There is a clear empowering of dynamic qualities throughout the course. At the same time, the analysis shows the real and effective interdependence between the three processes comprising the triaxial methodology and the clear influence on Environmental Education training by the student group and on the construction of their didactic models. The research concludes, among other points, that the methodological focus, based on a triaxial process, applied to the initial training of a group of future teachers, has been highly efficient and important in their Environmental Education training and also in their training as critical/reflexive research professionals, with the ability to innovate and with a very high level of empowerment. It should be noted that triaxial methodology is shown with other opportunities for transfer and adaptability to other studies. The transferability of this methodology will be the objective of follow-up research with the aim of finding the pedagogical orientations that are most suitable to each field and situation, as it can make valuable contributions in the field of orienting university studies towards sustainability.