Spezifizierung des COACTIV-Modells der professionellen Handlungskompetenz von Lehrkräften für den Bereich Bildung für nachhaltige Entwicklung
Research output: Journal contributions › Journal articles › Research › peer-review
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In: Zeitschrift fur Erziehungswissenschaft, 27.03.2024.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Spezifizierung des COACTIV-Modells der professionellen Handlungskompetenz von Lehrkräften für den Bereich Bildung für nachhaltige Entwicklung
AU - List, Marit Kristine
AU - Schönenberger, Stephan
AU - Hartig, Johannes
N1 - Publisher Copyright: © The Author(s) 2024.
PY - 2024/3/27
Y1 - 2024/3/27
N2 - The goal of Education for Sustainable Development (ESD) is to empower learners to participate in mastering the current challenges of global society. This study investigates what professional competences teachers need to have in order to implement high-quality ESD in school. To this end, the COACTIV model of teacher professional competence (Baumert und Kunter 2011) was specified for the field of ESD using qualitative data from 20 interviews with ESD researchers and teachers. The results of the study show that the COACTIV competence dimensions (professional knowledge, beliefs, motivation, self-regulation) can be applied to ESD. The data also show that some components of the model should be further differentiated and defined more specifically in terms of ESD: For example, the interdisciplinarity of the ESD-related contents is a central aspect of ESD, which is mirrored in the ESD-specific model component of pedagogical content knowledge regarding interdisciplinary teaching.
AB - The goal of Education for Sustainable Development (ESD) is to empower learners to participate in mastering the current challenges of global society. This study investigates what professional competences teachers need to have in order to implement high-quality ESD in school. To this end, the COACTIV model of teacher professional competence (Baumert und Kunter 2011) was specified for the field of ESD using qualitative data from 20 interviews with ESD researchers and teachers. The results of the study show that the COACTIV competence dimensions (professional knowledge, beliefs, motivation, self-regulation) can be applied to ESD. The data also show that some components of the model should be further differentiated and defined more specifically in terms of ESD: For example, the interdisciplinarity of the ESD-related contents is a central aspect of ESD, which is mirrored in the ESD-specific model component of pedagogical content knowledge regarding interdisciplinary teaching.
KW - COACTIV
KW - Education for sustainable development
KW - Interdisciplinary teaching
KW - Professional action competence of teachers
KW - Professional knowledge
KW - Empirische Bildungsforschung
KW - Erziehungswissenschaften
UR - http://www.scopus.com/inward/record.url?scp=85189020524&partnerID=8YFLogxK
U2 - 10.1007/s11618-024-01224-9
DO - 10.1007/s11618-024-01224-9
M3 - Zeitschriftenaufsätze
AN - SCOPUS:85189020524
JO - Zeitschrift fur Erziehungswissenschaft
JF - Zeitschrift fur Erziehungswissenschaft
SN - 1434-663X
ER -