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Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level

  • 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 SustainableEquipping 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.show moreshow less

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Metadaten
Author:Jan-Ole BrandtORCiD, Matthias BarthORCiDGND, Annie Hale, Eileen MerrittORCiD
URN:urn:nbn:de:kobv:eb1-opus-4319
DOI:https://doi.org/10.1080/13504622.2022.2064973
ISSN:1350-4622
Parent Title (English):Environmental Education Research
Publisher:Taylor & Francis
Document Type:Article
Language:English
Year of Completion:2022
Date of first Publication:2022/04/28
Publishing Institution:Hochschule für nachhaltige Entwicklung Eberswalde
Release Date:2023/04/11
Tag:Teacher education; education for sustainable development; learning processes; learning outcomes; drivers and barriers; competence development; connection
Volume:28
Issue:12
First Page:1691
Last Page:1729
Institutions / Departments:Zentrale Hochschuleinrichtungen
University Bibliography:University Bibliography
Peer-Review / Referiert
Licence (German):License LogoUrheberrechtsschutz
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