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Publication
Education for environmental citizenship in pre-service teachers: potentialities and limitations of a pedagogical approach applied at a distance
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Advisor(s)
Abstract(s)
The 21st century can be defined as the era of “global environmental crisis”. The education
for environmental citizenship pedagogical approach is a strategy with potentialities for meeting
the challenge of a sustainable future. This case study sought to evaluate the effect of an ecology
course, organized according to the education for environmental citizenship pedagogical approach
and supported by Web 2.0 tools, on a group of Portuguese female pre-service teachers (n = 21). No
previous studies resorted to this approach to organize courses for initial teacher training or used
Web 2.0 to support its implementation. Thorough semi-structured interviews and the analysis of
the resources produced, it was found that the pre-service teachers considered the approach to be
structured, interesting and motivating, with positive impacts on the development of several attributes
of an environmental citizen. The experience with the pedagogical approach fostered the didactic
knowledge of the pre-service teachers, regarding how to implement activities of this nature. The
Web 2.0 tools used to support the implementation of the pedagogical approach—Facebook and
MindMeister—were positively appreciated by the participants. However, some identified difficulties
suggest the necessity of using other platforms more frequented by youngsters. The distance-learning
context imposed by the COVID-19 pandemic did not function as a big barrier to the pedagogical
approach’s implementation. Suggestions for future research are presented, built on the limitations of
this study
Description
Keywords
education for environmental citizenship pre-service teacher training education for sustainable development education for environmental citizenship pedagogical approach Web 2.0
Citation
Linhares, E. & Reis, P. (2023). Education for environmental citizenship in pre-service teachers: potentialities and limitations of a pedagogical approach applied at a distance. Sustainability,15, 15411. https://doi.org/10.3390/ su152115411
Publisher
MDPI