@article{FischerKingRieckmannetal.2022, author = {Fischer, Daniel and King, Jordan and Rieckmann, Marco and Barth, Matthias and B{\"u}ssing, Alexander and Hemmer, Ingrid and Lindau-Bank, Detlev}, title = {Teacher Education for Sustainable Development: A Review of an Emerging Research Field}, series = {Journal of Teacher Education}, volume = {Volume 73}, journal = {Journal of Teacher Education}, number = {Issue 5}, publisher = {Sage}, address = {London}, issn = {0022-4871}, doi = {10.1177/00224871221105784}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4306}, pages = {509 -- 524}, year = {2022}, abstract = {Abstract Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.}, language = {en} } @article{BrandtBarthHaleetal.2022, author = {Brandt, Jan-Ole and Barth, Matthias and Hale, Annie and Merritt, Eileen}, title = {Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level}, series = {Environmental Education Research}, volume = {28}, journal = {Environmental Education Research}, number = {12}, publisher = {Taylor \& Francis}, issn = {1350-4622}, doi = {10.1080/13504622.2022.2064973}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4319}, pages = {1691 -- 1729}, year = {2022}, abstract = {Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the development of ESD-specific professional action competence for teachers. Applying a mixed-method approach, the specific focus is on the links between supporting or hindering factors that affect pre-service teachers' actual achievement of intended learning outcomes. The findings indicate that both courses increased students' competence—yet, to varying degrees. The 4Cs (personal, professional, social, and structural connections) were revealed as the most significant factors affecting students' learning and should be considered when designing course offerings in Teacher Education for Sustainable Development (TESD) with the goal to develop students' knowledge, skills, and attitudes.}, language = {en} } @article{BarthJimenezAceitunoPMLametal.2023, author = {Barth, Matthias and Jim{\´e}nez-Aceituno, Amanda and PM Lam, David and B{\"u}rgener, Lina and J Lang, Daniel}, title = {Transdisciplinary learning as a key leverage for sustainability transformations}, series = {Current Opinion in Environmental Sustainability}, volume = {64}, journal = {Current Opinion in Environmental Sustainability}, publisher = {Elsevier}, issn = {1877-3435}, doi = {10.1016/j.cosust.2023.101361}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-6483}, pages = {8}, year = {2023}, abstract = {Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change.}, language = {en} }