Developing ESD-Specific Professional Action Competence for Teachers: Knowledge, Skills, and Attitudes in Implementing ESD at the School Level

Autor/inn/en	Brandt, Jan-Ole; Barth, Matthias; Hale, Annie; Merritt, Eileen
Titel	Developing ESD-Specific Professional Action Competence for Teachers: Knowledge, Skills, and Attitudes in Implementing ESD at the School Level
Quelle	In: Environmental Education Research, 28 (2022) 12, S.1691-1729 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brandt, Jan-Ole) ORCID (Merritt, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2064973
Schlagwörter	Sustainable Development; Sustainability; Teacher Competencies; Teacher Education Programs; Universities; Foreign Countries; Preservice Teachers; Preservice Teacher Education; Curriculum Design; Germany; Arizona + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Nachhaltigkeit; Lehrkunst; University; Universität; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehrplangestaltung; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01