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

Franziska Bertschy, Christine Künzli and Meret Lehmann
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Franziska Bertschy: Institute for Pre-Primary and Primary Education IVP NMS, University of Teacher Education Berne, Waisenhausplatz 29, Berne-BE 3000, Switzerland
Christine Künzli: 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
Meret Lehmann: 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

Sustainability, 2013, vol. 5, issue 12, 1-14

Abstract: 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.

Keywords: Education for Sustainable Development; teacher competencies; CSCT-Model; ECE-Model (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2013
References: View complete reference list from CitEc
Citations: View citations in EconPapers (34)

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