We are not being taught sustainable citizenship!: Podcasts for critical science literacy in teacher education

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dc.catalogadordfo
dc.contributor.authorCabello González, Valeria Magaly
dc.contributor.authorZuñiga González, Carmen Gloria
dc.contributor.authorValbuena, César Amador
dc.contributor.authorManrique, Franklin
dc.contributor.authorAlbarrán, María Jesús
dc.contributor.authorMoncada Arce, Ana
dc.date.accessioned2024-06-11T17:26:33Z
dc.date.available2024-06-11T17:26:33Z
dc.date.issued2024
dc.description.abstractEducation on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education
dc.fechaingreso.objetodigital2024-06-11
dc.identifier.doi10.31129/LUMAT.12.2.2135
dc.identifier.urihttps://doi.org/10.31129/LUMAT.12.2.2135
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86731
dc.information.autorucFacultad de Educación; Cabello Gonzalez Valeria Magaly; 0000-0001-6190-9187; 127258
dc.information.autorucFacultad de Educación; Zuñiga Gonzalez Carmen Gloria; S/I; 1051940
dc.issue.numeroSpecial issue
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final32
dc.pagina.inicio1
dc.revistaLumat International journal on math, science and technology education
dc.rightsacceso abierto
dc.rights.licenseAttribution 4.0 International (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/deed.es
dc.subjectInitial teacher education
dc.subjectSustainability
dc.subjectPodcasts
dc.subjectChemistry preservice teachers
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleWe are not being taught sustainable citizenship!: Podcasts for critical science literacy in teacher education
dc.typeartículo
sipa.codpersvinculados127258
sipa.codpersvinculados1051940
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