Estrategia de investigación-acción participativa en la formación del profesorado universitario en educación para la sostenibilidad: Academy Sustainability Latino américa

Translated title of the contribution: Action-participatory research for the university teachers training on education for sustainability: "Academy Sustainability Latin America"

Merce Junyent Pubill, Norka Blanco-Portela, Fátima Poza-Vilches, Leslie Collazo, Carmen Solís, Javier Benayas, José Gutiérrez Pérez

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The professional development of Higher Education teachers in Education for Sustainability is a priority to provide quality to universities and thus responds from this area to socio-environmental issues framed in the 2030 Agenda through the Sustainable Development Goals. This research aims to value an experience of teacher training, professional development and the mentoring program "Academy
Sustainability Latin America" (AcSuLA) carried out between several Spanish universities and several Latin American universities from three different countries (Colombian, Peruvian and Chilean universities). The methodological logic of participatory action research, in a framework of Network Type 4.0, and the mentoring strategy have allowed us to identify facilitators, barriers, and future
challenges present in the training processes of the Latin American universities participating in the sustainability program. The results show the barriers and facilitators in 7 dimensions of analysis (curriculum, teaching staff, academic leaders, institutional culture, institutional leadership, local context and global context) that show how the lack of support and commitment from the university
political framework or the lack of allocation and recognition for belonging to the project can have some significant difficulties when implementing the program. Although, a set of facilitating elements of the process that have to do with the generation of synergies and interpersonal and interinstitutional work networks overcome these obstacles, and favor a change in the management models
and teaching practice that make this project, an innovative initiative to exploit and expand to other contexts.
Translated title of the contributionAction-participatory research for the university teachers training on education for sustainability: "Academy Sustainability Latin America"
Original languageSpanish
Article number24 (3)
Pages (from-to)100-123
Number of pages25
JournalProfesorado: Revista de Currículum y Formación del Profesorado
Volume24
Issue number1138-414X
DOIs
Publication statusPublished - 15 Oct 2020

Keywords

  • : education for sustainability; higher education; mentoring; participatory action research; professional development; sustainable development goals; university teacher.

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