The challenge of the inclusion of the sustainable development goals in the initial training of secondary school teachers

Resumen

The LOMLOE indicates that Education for Sustainable Development, Global Citizenship and the 2030 Agenda will be included in the training and access to the teaching profession. It is contemplated in the new Law the necessary and urgent teacher training in all these aspects and especially in the SDGs in the Sixth Additional Provision:"Education for sustainable development and global citizenship". As established in the fourth Sustainable Development Goal and the 2030 Agenda, education for sustainable development and global citizenship will be taken into account in teacher training processes and in access to the teaching profession. In accordance with the above, by 2022, knowledge, skills and attitudes related to education for sustainable development and global citizenship will have been incorporated into the system of access to the teaching profession. Likewise, by 2025 all teaching staff should have received qualifications in the goals set out in the 2030 Agenda."This is the innovation we intend in this project: we have proposed to design and develop a Zero Course on Education and SDGs that aims that future secondary school teachers, i.e. students of the Master's Degree in Secondary Education, Baccalaureate, Vocational Training and Language Teaching (MUPES), and in general, anyone who develops the course, gain knowledge, skills and motivation to understand, address and implement SDG solutions in the classroom. Also the teachers involved in this project will include the SDGs in the subjects they teach at MUPES in order to respond to the main development challenges posed by the 21st Century in its first decades. The broader objective of this innovation project is that a sufficiently large number, at least 10% of the Master's Thesis in all specialties in the academic year 2021-22 will refer to intervention proposals on how to develop the SDGs in Secondary Education.In other words, it is a global responsibility of the MUPES that must be approached from the "micro" perspective, passing through the "meso" and reaching a "macro" scope. A multidimensional vision of development must be given in the context of the globalized society in which we live, since nowadays there is no room for isolated interventions or watertight compartments; a coordinated, multidimensional and integral intervention is absolutely necessary. In this regard, universities and those of us who work in them are called to be protagonists for our contribution to the achievement of the SDGs, especially if we train future teachers. Its impact will be analyzed through the use of opinion surveys as a teaching evaluation instrument developed based on the Students' Evaluation of Educational Quality (SEEQ) model (Verdugo y Cal, 2010)References:[1] Buckler, C., & Creech, H. (2014). Shaping the future we want: UN Decade of Education for Sustainable Development; final report. UNESCO.[2] Le Blanc, D. (2015). Towards Integration at Last? The Sustainable Development Goals as a Network of Targets: The sustainable development goals as a network of targets. Sustainable Development, 23(3), 176–187.[3] Verdugo, M.V. y Cal, M.I. (2010). Valoración de la enseñanza: SEEQ. Revista de Formación e Innovación Educativa Universitaria 3(4), 182-193.[4] Vladimirova, K., & Le Blanc, D. (2016). Exploring links between education and sustainable development goals through the lens of UN flagship reports: Links between education and other sustainable development goals. Sustainable Development, 24(4), 254–271.