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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development
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The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

机译：关于可持续发展社会责任态度的未来教师的差异

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In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.
机译：在寻求可持续发展中，消费者和公司仔细考虑生态足迹，教师在社会和经济框架中发挥着重要作用。这种作用涉及社会责任的方面。它应该涉及对负责任消费的教育的知识，以便在个人和社会上关心环境。考虑到这一点，本研究的目的是找出关于未来童年早期教师和初级教育的意识水平以及有关可持续社会责任的习惯的差异。使用了30名儿童早期教育学位和22名小学教育学位的非概率样本。进行了半结构性访谈和归纳过程，以研究社会可持续发展的重要性，社会责任对可持续发展（个人与企业），相对于可持续发展的态度和习惯以及学校可持续发展教育的相关性：知识，态度和建议。学生同意他们过度消耗。这是每个人的个人责任（由所有参与者所尊重），尽管机构和公司的变化可以得到支持（幼儿教育学生赞成公司责任）。关于生产，分配和销售流程确定了知识赤字。他们认为教育是可持续性的主要因素，而社会被排名最为重要，观察与环境和经济因素有关的明显分歧（集体责任的看法;幼儿与小学教育学生的早期患者）。最后，他们还概述了教学提案（积极和参与），促进学校可持续发展教育。

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