Abstract
This paper is based on a qualitative study whose aim is to provide contextualized proposals for the development of competencies for sustainability in the learning process in degrees of pre-school and primary education teachers from the University of Valencia. METHOD. From prior considerations and regarding normative and conceptual references that frame the object of study, we have applied the methodology of disciplinary dialogue in a focus group consisting of 7 teachers and two members of the research team. Nine two-hour sessions were filmed, recorded, transcribed and subjected to a process of qualitative analysis. This was done in three phases: a) categorization; b) conceptualization; and c) theorizing. To discover categories of concepts we began with open encoding, using our own software application, which is similar to qualitative analysis tools currently available on the market. RESULTS. And after the relevant categorization and conceptualization of the analysis was carried out, a situational theory was developed using an array of basic competencies for sustainability, integrating cognitive, attitudinal and procedural dimensions. DISCUSSION. The inability to assess competencies is questioned, so a proposal of performance indicators is presented, which represents the situational theory emerging from the present study.
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