6533b82efe1ef96bd1293f0b
RESEARCH PRODUCT
Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change
ÁLvaro-francisco MoroteJorge OlcinaMaría Hernández Hernándezsubject
Value (ethics)media_common.quotation_subjectGeography Planning and DevelopmentClimate changeTJ807-830Social SciencesContext (language use)010501 environmental sciencesManagement Monitoring Policy and LawTD194-19501 natural sciencesTraining (civil)Renewable energy sourcesEducationSchool teachersPerceptionGE1-3500105 earth and related environmental sciencesmedia_commonMedical educationeducationFlood mythEnvironmental effects of industries and plantsGeographyRenewable Energy Sustainability and the EnvironmentTeaching05 social sciences050301 educationteachingFloodsEnvironmental sciencesPreparednessfloodsAnálisis Geográfico Regional0503 educationdescription
The aims of this research, based on a case study (trainee teachers of Primary degree and Secondary Education–MAES of the University of Valencia, Spain), are to analyse the students’ memories and perceptions of their training about floods
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-07-31 |