Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level
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In: Environmental Education Research, Vol. 28, No. 12, 11.10.2022, p. 1691-1729.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level
AU - Brandt, Jan-Ole
AU - Barth, Matthias
AU - Hale, Annie
AU - Merritt, Eileen
N1 - Publisher Copyright: © 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/10/11
Y1 - 2022/10/11
N2 - 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.
AB - 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.
KW - Teacher education
KW - education for sustainable development
KW - learning processes
KW - learning outcomes
KW - drivers and barriers
KW - competence development
KW - connection
KW - Sustainability education
UR - https://www.mendeley.com/catalogue/a6fd7578-570f-33d7-97cd-f74a4d411e39/
UR - http://www.scopus.com/inward/record.url?scp=85132674546&partnerID=8YFLogxK
U2 - 10.1080/13504622.2022.2064973
DO - 10.1080/13504622.2022.2064973
M3 - Journal articles
VL - 28
SP - 1691
EP - 1729
JO - Environmental Education Research
JF - Environmental Education Research
SN - 1350-4622
IS - 12
ER -