Becoming a Competent Teacher in Education for Sustainable Development: Learning Outcomes and Processes in Teacher Education

Autor/inn/en	Brandt, Jan-Ole; Bürgener, Lina; Barth, Matthias; Redman, Aaron
Titel	Becoming a Competent Teacher in Education for Sustainable Development: Learning Outcomes and Processes in Teacher Education
Quelle	In: International Journal of Sustainability in Higher Education, 20 (2019) 4, S.630-653 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-10-2018-0183
Schlagwörter	Teacher Competencies; Sustainable Development; Pedagogical Content Knowledge; Teacher Education Programs; Learning Processes; Teaching Methods; Student Motivation; Educational Environment; Outcomes of Education; Foreign Countries; Attitude Change; Preservice Teachers; Competency Based Education; Environmental Education; Germany + Suchen Sie Ihr Suchwort? Lehrkunst; Nachhaltige Entwicklung; Pädagogische Kompetenz; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Ausland; Attitudinal change; Einstellungsänderung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Deutschland
Abstract	Purpose: This paper aims to provide a holistic approach to assessing student teachers' competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD. Design/methodology/approach: A multiple case study design was used on two sequential modules of a university's teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample "t"-tests. Findings: The results from this study clearly indicate that the two courses contributed to a shift in students' non-cognitive dispositions. The study also provides evidence on the students' competence development and demonstrates how two different learning settings support different dimensions of teachers' professional action competence in terms of ESD. Originality/value: The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01