Background: In the face of the pressing ecosocial challenges of the present (ecological crisis, increasingly pronounced social inequalities), we need initial teacher training that can contribute to addressing this important collective challenge. To this end, this work presents some training proposals tied to ecosocial justice, proposing to thoroughly examine the foundations and structures of our collective life from the principles of interdependence and ecodependence, valuing the life of all living beings and promoting social justice in a sustainable context.

Aims: This study aims to analyse the results of two initial teacher training proposals that listen to children’s voices in Cantabria (Spain), implemented in the practicum, which seek to provoke future teachers’ reflections on the natural and social elements of the neighbourhood where the placement schools are located, from the dimensions of ecodependence and interdependence.

Method: The two strategies employed are “What I see from my window” and “My favourite place in the neighbourhood”, which allow future teachers to invite children to review and reflect on the natural and social elements of the neighbourhood, analysing the connections between schools and their immediate contexts and exploring the educational opportunities that could arise. This proposal was carried out over two academic years, with the participation of 28 student teachers. The content of 28 proposals was analysed using a qualitative approach and thematic coding. The researchers followed EECERA’s code of ethics for this study. Informed consent was obtained from all participating student teachers. Anonymity and confidentiality of the data were ensured.

Results: The results show that children identified valuable resources in the neighbourhood from an ecosocial perspective, such as parks with fauna and flora, and local businesses. These resources can be leveraged by each school’s educational project to promote valuable and contextualised educational experiences.

Conclusions: The activities “What I see from my window” and “My favourite place in the neighbourhood” allowed future teachers and students to identify local resources that are valued by children and have an ecosocial value, and connect them with the educational curriculum, enriching teaching and fostering a sense of belonging and responsibility towards the environment.

Implications for children and families: These activities help you discover and value what is in your neighbourhood, teaching you to better care for and utilise everything around you.

Implications for practitioners: Implementing these activities in your daily practice will enable you to better connect students with their environment and foster a critical and reflective ecosocial awareness in them.

Key words: children’s voices, community services, qualitative methods, quantitative methods, sustainability, ecodependence, interdependence, teacher training, social justice

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education
• SDG 11: Sustainable Cities