Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development
2. The CSCT Competence Model
- The competency to understand and change one’s own living conditions.
- The competency to participate in collective decisions.
- The competency to be solidary with those who are—for various reasons—unable to control their own life conditions.
3. The ECE Competence Model
- is able to…; and that they
- work with others in ways that… and
- should learn to be (the educator is someone who…).
- Holistic approach: Networked, integral thinking, taking complexity into account
- Envisioning change: Learning from the past, inspired acting in the present, taking into account visions and alternatives for the future, exploring new avenues and co-creating them.
- Achieving transformation: Change in educators’ attitudes and actions, implementing new goals and practicing new procedures, implementing reorientation and alignment of the educational system towards sustainability on all levels.
4. Discussion and Implications
5. ESD-Specific Professional Action Competence of Teachers in Kindergarten and Primary School
- for the analysis of the regulative idea of sustainable development and its concretization,
- for the thinking about the meaning of sustainable development for oneself, for one’s own and the global society,
- for the development and evaluation of visions and alternative life designs and their implementation,
- for the negotiation and justification of decisions that are relevant for sustainability.
- Practical relevance for the planning, implementation and evaluation of ESD teaching,
- Ability to be contextualized in a theoretical framework,
- Classification ability (in terms of more or less intensively distinct and manifest—but also (and particularly for professional newcomers) in the sense of a reduced number of competence components),
- Discussion of teachability and learnability of the described standards.
- Acknowledgement of the importance of the regulative idea of sustainable development as a task and a challenge for society as a whole.
- Acknowledgement of the role of education as a resource for the tackling of this societal task.
- Acknowledgement of ethical judgment as an educational goal and as a central part of the co-creation competency that students should develop.
- Ability to choose possible teaching topics and to evaluate their aptitude for ESD regarding their economic, ecological, social and cultural design as well as their relevance for sustainability (pedagogical content knowledge).
- Ability to make economic, ecological, social and cultural perspectives graspable and accessible to the students within a chosen topic and by means of questions as well as formulations of problems and tasks (pedagogical content knowledge).
- Ability to recognize conflicts of goals and interests of agents in a field relevant to ESD, and the knowledge and ability to constructively cope with them (content knowledge).
- Ability to appropriately confront leaners with conflicts of goals and interests, and the ability to enable and guide their attempts at constructive coping with them (pedagogical content knowledge).
- Knowledge of participative processes and process steps (content knowledge).
- Ability to develop and provide efficient learning opportunities concerning the qualification for participation (pedagogical content knowledge).
Conflicts of Interest
References and Notes
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Bertschy, F.; Künzli, C.; Lehmann, M. Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability 2013, 5, 5067-5080. https://doi.org/10.3390/su5125067
Bertschy F, Künzli C, Lehmann M. Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability. 2013; 5(12):5067-5080. https://doi.org/10.3390/su5125067Chicago/Turabian Style
Bertschy, Franziska, Christine Künzli, and Meret Lehmann. 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development" Sustainability 5, no. 12: 5067-5080. https://doi.org/10.3390/su5125067