Next Article in Journal
Simulation Analysis of China’s Energy and Industrial Structure Adjustment Potential to Achieve a Low-carbon Economy by 2020
Next Article in Special Issue
Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College
Previous Article in Journal / Special Issue
Developing Engineering Students’ Understanding of Sustainability Using Project Based Learning
Article

Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

by 1,†, 2,*,† and 2,†
1
Institute for Pre-Primary and Primary Education IVP NMS, University of Teacher Education Berne, Waisenhausplatz 29, Berne-BE 3000, Switzerland
2
School for Teacher Education, Institute for Pre-Primary and Early Primary Education, University of Applied Sciences and Arts Northwestern Switzerland, FHNW, Obere Sternengasse 7, Solothurn-SO 4502, Switzerland
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Sustainability 2013, 5(12), 5067-5080; https://doi.org/10.3390/su5125067
Received: 27 September 2013 / Revised: 19 November 2013 / Accepted: 20 November 2013 / Published: 28 November 2013
The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD) so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers’ competencies regarding ESD and to develop corresponding competence models. The following article presents two models—Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model) and Learning for the future: The Competences in Education for Sustainable Development (ECE Model)—and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model. View Full-Text
Keywords: Education for Sustainable Development; teacher competencies; CSCT-Model; ECE-Model Education for Sustainable Development; teacher competencies; CSCT-Model; ECE-Model
Show Figures

Figure 1

MDPI and ACS Style

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

AMA Style

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/su5125067

Chicago/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

Find Other Styles

Article Access Map by Country/Region

1
Only visits after 24 November 2015 are recorded.
Back to TopTop