Subjective theories as a basis of professional development. How far is ESD included?

Autor/in	Meyer, Christiane
Titel	Subjective theories as a basis of professional development. How far is ESD included?
Quelle	Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development. Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 144-150 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 42
Beigaben	Tabellen; Abbildungen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-925319-29-7
Schlagwörter	Interview; Qualitative Forschung; Einstellung (Psy); Selbstkonzept; Subjektive Theorie; Lehramtsstudent; Lehrerbildung; Lehrplan; Bildung für nachhaltige Entwicklung; Berufsbild; Professionalität; Tagungsbeitrag
Abstract	The 'disaster' of PISA has inspired a debate about the education at schools in Germany. In this context the German Association of Geography (DGfG, 2006) has published national standards of geography education. The overall aim of this paper is to outline the contribution of the subject Geography to general education. In this connection the subject is especially indebted to an education for sustainable development. Apart from the discussion about school education the universities and teacher training colleges are currently in a process of creating new study paths in line with the reorganization to Bachelor and Master degrees. Usually these curricular standards should contain on a higher level all the subject matters which are also relevant in school education, among them geographical knowledge and skills. Furthermore future teachers have to develop a professional identity, in this case as Geography teachers. Therefore professional development should regard the reflections of future teachers about their subject. What do they think about the value of geographical education at schools? Which subjective theories will guide them in their profession as Geography teachers? How far do their subjective theories include geographical views on education for sustainable development? To answer these questions or rather to determine subjective theories students first took part in an interview. In a second session they visualized their thoughts in a concept map. This article presents some first findings of the survey which can be used as a basis or substructure of professional development in Geography. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1