Preconcepcions and attitudes of teachers of Teaching Schooll about incorporated sustainability competences in their teaching

Abstract

An empirical study has been done with a sample of teachers of Teaching School in the University of Valencia to analyze these teachers’ ideas and attitudes about introducing sustainability in their subjects. A descriptive-exploratory methodology based on a survey design was used. The objective data enable us to know the situation of teachers in relation to introducing sustainability in Early Childhood Education Teacher Degree and Primary Education Teacher Degree developing relevant competences for sustainability.