The practicum and the SDGs in teacher education: competencies, perceptions, and challenges

Authors

  • Carme Pinya Medina Universitat de les Illes Balears http://orcid.org/0000-0002-5165-304X
  • Lucía Buil Legaz UNIVERSITY OF BALEARIC ISLANDS
  • Virginia Morcillo Loro UNIVERSITY OF BALEARIC ISLANDS
  • Begoña de la Iglesia Mayol UNIVERSITY OF BALEARIC ISLANDS

DOI:

https://doi.org/10.47553/rifop.v39i3.117502

Abstract

The relevance of the Sustainable Development Goals (SDGs) highlights the need to analyze their integration into initial teacher education as a tool to contribute to socio-educational transformation. This study examines the impact of the Practicum in Early Childhood and Primary Education on the acquisition of key transversal competencies and the commitment to current social challenges. A quantitative, ex post facto design was used, involving 56 fourth-year students. Data were collected through a questionnaire adapted from UNESCO’s (2017) guide on specific learning objectives for the SDGs. The results indicate an increase in SDG-related knowledge after the Practicum, with particular emphasis on Goal 3 (Good Health and Well-being), Goal 4 (Quality Education), Goal 5 (Gender Equality), and Goal 10 (Reduced Inequalities). Positive correlations were identified between the development of transversal competencies and satisfaction with the Practicum, as well as with the students’ assessment of the SDG-related learning indicators. These findings underscore the need to guide student teachers in the development of key transversal competencies, both for their professional growth and for advancing the SDGs through transformative educational practices.

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Published

2025-12-26

How to Cite

Pinya Medina, C., Buil Legaz, L., Morcillo Loro, V., & de la Iglesia Mayol, B. (2025). The practicum and the SDGs in teacher education: competencies, perceptions, and challenges. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 57–70. https://doi.org/10.47553/rifop.v39i3.117502

Issue

Vol. 39 No. 3 (2025): El prácticum como proceso de formación e investigación en Educación Superior

Section

Monográfico

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