TY - CHAP

T1 - Educators' Competence Frameworks in Education for Sustainable Development

AU - Rieckmann, Marco

AU - Barth, Matthias

N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

PY - 2022

Y1 - 2022

N2 - Educators play an important role in the implementation of Education for Sustainable Development (ESD). However, they need to be qualified to work with the concept of ESD, acquiring specific competences to deal with sustainable development issues and to align their pedagogical practice with ESD. This chapter describes different frameworks and models for ESD competences, putting them in relation to each other and discussing them critically. It also situates the RSP framework in the wider context and clarifies the demands made of ESD educators and the competences they need to develop. Heuristic analysis is undertaken to ensure more systematic investigation of the different ESD competence frameworks, on the basis of two descriptors: (1) target group and how specifically a target group is defined and (2) the relation between content knowledge and pedagogical knowledge. Further research is needed, in particular with regard to the theoretical foundations and the operationalization of the competence frameworks.

AB - Educators play an important role in the implementation of Education for Sustainable Development (ESD). However, they need to be qualified to work with the concept of ESD, acquiring specific competences to deal with sustainable development issues and to align their pedagogical practice with ESD. This chapter describes different frameworks and models for ESD competences, putting them in relation to each other and discussing them critically. It also situates the RSP framework in the wider context and clarifies the demands made of ESD educators and the competences they need to develop. Heuristic analysis is undertaken to ensure more systematic investigation of the different ESD competence frameworks, on the basis of two descriptors: (1) target group and how specifically a target group is defined and (2) the relation between content knowledge and pedagogical knowledge. Further research is needed, in particular with regard to the theoretical foundations and the operationalization of the competence frameworks.

KW - Critical review

KW - Education for sustainable development

KW - Educator competences

KW - Professional action competence

UR - http://www.scopus.com/inward/record.url?scp=85195107698&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-91055-6_3

DO - 10.1007/978-3-030-91055-6_3

M3 - Chapter

SN - 978-3-030-91054-9

T3 - Sustainable Development Goals Series

SP - 19

EP - 26

BT - Competences in Education for Sustainable Development

A2 - Vare, Paul

A2 - Lausselet, Nadia

A2 - Rieckmann, Marco

PB - Springer International Publishing

CY - Cham

ER -