Using participatory action research to develop a course module on Education for Sustainable Development in pre-service chemistry teacher education.

Autor/inn/en	Burmeister, Mareike; Eilks, Ingo
Titel	Using participatory action research to develop a course module on Education for Sustainable Development in pre-service chemistry teacher education.
Quelle	In: CEPS journal, 3 (2013) 1, S. 59-78Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-76666
Schlagwörter	Wissen; Evaluation; Fallstudie; Lehramtsstudent; Lehrerausbildung; Curriculum; Chemieunterricht; Überzeugung; Partizipation; Nachhaltige Entwicklung; Hochschullehrer; Bewertung; Innovation; Modul; Deutschland
Abstract	This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using participatory action research. Experience gained during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded extremely positively to the course. The student teachers stated that the module was interesting, relevant and valuable for their later profession as high school chemistry teachers. They also emphasised that they now felt more competent in the area of sustainability and ESD. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3