Sustainability competencies in teacher education: Making teacher education count in everyday school practice

Bürgener, Lina; Barth, Matthias

doi:10.1016/j.jclepro.2017.10.263

Cited by 125 publications

(120 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some have agreed with the members of the EGS in pointing out the need for training in methodologies. Those who have specified what training content they require have pointed out specific EE content, which makes it clear that they have a reductionist idea about ESD since none has mentioned any other type of content [21,22].…”

Section: Discussionmentioning

confidence: 99%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

View full text Add to dashboard Cite

Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.

show abstract

Section: Discussionmentioning

confidence: 99%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

View full text Add to dashboard Cite

show abstract

“…Like these prior studies showed, this could be realized by integrating deeper learning experiences instead of only acquiring new knowledge [128]. Concrete examples could include the integration of external stakeholders and real-world experiences in relevant issues in teacher professional development [129][130][131]. These real-world experiences might connect the cognitive input with interdisciplinary characteristics of the issues and needed affective appeals [132].…”

Section: Affective and Ultimately Transformative Teacher Professionalmentioning

confidence: 97%

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

2018

View full text Add to dashboard Cite

Biodiversity conservation issues are adequate topics of Education for Sustainable Development (ESD), as they involve ecological, economic and social aspects. But teaching about these topics often challenges teachers due to high factual complexity but also because of additional affective dimensions. As a consequence, teacher professional development in ESD should address these affective components, to better qualify and motivate teachers to integrate conservation issues into their teaching. To investigate behaviourally relevant factors, we selected the context of natural remigration and conservation of the grey wolf (Canis lupus) in Germany and surveyed 120 pre-service biology teachers (M = 23.2 years, SD = 3.3 years) about contextual factors and their motivation to teach about the issue. Participants reported more positive attitudes, higher enjoyment and an increased perceived behavioural control towards teaching the issue in future teachers when they perceived a smaller psychological distance to the issue and an overall higher motivation to protect the species. As this motivation was grounded in more fundamental personality characteristics like wildlife values and attitudes towards wolves, we discuss the central role of these traits as a basis for transformative learning processes and the necessity of a holistic and subject-specific teacher professional development in ESD.

show abstract

“…The previous research [4,6,8,12,24,26,27] has attached much of its focus on the elements of ESD competency and the competency for ESD itself without connecting with teachers' traditional competencies. A small number of studies [16,22] have explored the impact of certain individual competencies of teachers on ESD competency. This research provides a new perspective for analyzing the influencing relationship between traditional competencies and ESD competency, and on this basis, assists decision makers with developing strategies for ESD competency improvement.…”

Section: Discussionmentioning

confidence: 99%

“…The successful implementation of ESD requires participation by competent and dedicated teachers, who are crucial to the promotion of reforms. Teacher education must involve the active consideration of the knowledge and competencies required by teachers for the positive promotion of ESD-oriented reforms [16]. However, according to Bertschy, Künzli, and Lehmann [4], the research on teachers' competency for ESD is a relatively new topic, and previous research is limited.…”

Section: Esd and Competency For Esdmentioning

confidence: 99%

“…Weinert [15] contended that ESD must involve teachers in improving their sustainable competencies. Parker [8], as well as Bürgener and Barth [16], contended that teachers' interdisciplinary teaching competencies are critical in the training of students' sustainable development competencies. According to Adomssent, Godemann, Michelsen, et al [20], in higher education, teachers' competencies in providing students with a combination of formal and informal learning environments are crucial.…”

Section: Esd and Competency For Esdmentioning

confidence: 99%

See 1 more Smart Citation

A Novel Improvement Strategy of Competency for Education for Sustainable Development (ESD) of University Teachers Based on Data Mining

et al. 2020

View full text Add to dashboard Cite

Competency for ESD (education for sustainable development) of university teachers is the key to the sustainable development of higher education. Developing teachers’ competency for ESD poses a new challenge for Chinese universities. Ideally, a new faculty development system should be established. However, this strategy is not feasible because of cost concerns, and improving competency for ESD by using the existing teacher competency training system is preferred. Therefore, this paper employed a specific data mining method to create a relationship model between the existing teacher competency system and the ESD competency according to teacher evaluation data. The developed model was used to analyze the teachers’ core competencies that are critical to ESD competency and derive decision rules for formulating improvement strategies. The teacher competency model was applied to the International Scholarly Exchange Curriculum (ISEC) program implemented at regional universities in China to conduct an empirical case study. The results of this study are anticipated to enable the formulation of an effective and appropriate strategy for improving teachers’ competency for ESD in the existing teacher development system.

show abstract

Sustainability competencies in teacher education: Making teacher education count in everyday school practice

Cited by 125 publications

References 29 publications

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

A Novel Improvement Strategy of Competency for Education for Sustainable Development (ESD) of University Teachers Based on Data Mining

Contact Info

Product

Resources

About