期刊名称：Enseñanza de las ciencias: revista de investigación y experiencias didácticas
印刷版ISSN：2174-6486
出版年度：2018
卷号：36
期号：3
页码：141-162
语种：Spanish
出版社：Universitat de València
摘要：This case study focuses on Claret school in Madrid (Spain) to study the teachers’ perception on education for sustainable development (ESD) and the differences due to demographic differences (age, gender, professional experience and subject area). A questionnaire was adapted, which contains 50 possible answers to an open question. Those answers must be scored by participating teachers according to their conformity with them. After obtaining the final scores and testing the effect of the demographic variables, the results show a general but not homogenous positive perception of ESD. Those teachers with less age and experience had a more favorable perception of ESD, despite their unfamiliarity with the topic. This study shows the need to improve teachers’ professional development in ESD.
其他摘要：This case study focuses on Claret school in Madrid (Spain) to study the teachers’ perception on education for sustainable development (ESD) and the differences due to demographic differences (age, gender, professional experience and subject area). A questionnaire was adapted, which contains 50 possible answers to an open question. Those answers must be scored by participating teachers according to their conformity with them. After obtaining the final scores and testing the effect of the demographic variables, the results show a general but not homogenous positive perception of ESD. Those teachers with less age and experience had a more favorable perception of ESD, despite their unfamiliarity with the topic. This study shows the need to improve teachers’ professional development in ESD.
关键词：Educación para la sostenibilidad ; Profesorado ; Percepción ; Educación secundaria ; Desarrollo profesional
