Abstract
For restructuring educational processes and institutions toward Sustainable Development, teachers’ knowledge and competences are crucial. Due to the high relevance of teachers’ content knowledge, this study aimed to (i) assess Sustainable Development-relevant knowledge by differentiating between situational, conceptual and procedural knowledge, (ii) find out via item response theory modelling how these theoretically distinguished knowledge types can be empirically supported, and (iii) link the knowledge dimension(s) to related constructs. We developed a paper-and-pencil test to assess these three knowledge types (N = 314). A two-dimensional structure that combines situational and conceptual knowledge and that distinguishes situational/conceptual knowledge from procedural knowledge, fits the data best (EAP/PV situational/conceptual: 0.63; EAP/PV procedural: 0.67). Student teachers at master level outperformed bachelor level students in situational/conceptual knowledge but master level students did not differ from students at bachelor level regarding procedural knowledge. We observed only slight correlations between the two knowledge dimensions and the content-related motivational orientations of professional action competence. Student teachers’ deficits in procedural knowledge can be attributed to the small number of Education for Sustainable Development-relevant courses attended. Systematically fostering procedural knowledge in teacher education could promote achieving cognitive learning objectives associated with Sustainable Development Goals in the long term.
Highlights
Promoting knowledge and competences of Education for Sustainable Development (ESD) enables people to act as informed citizens in creating a more sustainable world [1]
We reported the Expected A-Posteriori reliability/Plausible Values (EAP/PV reliability) and person separation reliabilities based on Weighted Likelihood Estimates (WLE)
Conceptual, and procedural knowledge types according to de Jong and Ferguson-Hessler [35]. Their knowledge model forms a reasonable basis for evaluating knowledge in Sustainable Development issues because it focuses on problem-solving
Summary
Promoting knowledge and competences of Education for Sustainable Development (ESD) enables people to act as informed citizens in creating a more sustainable world [1]. The SDGs aim at ending poverty, reducing inequality, and improving health and education [2]. ESD is one goal among the SDGs (Target 4.7), and it is a key enabler for the remaining 16 goals. The new framework for ESD beyond 2019 highlights the role of education, too [3]. The program covers the period from 2020 to 2030 and concentrates on enhancing “ESD’s contribution to the achievement of all 17 SDGs, focusing on policies, learning environments, teachers and educators, youth as well as communities” [3] The new framework highlights actions on teacher education as a priority [3]
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