Abstract
This article deals with the question of how teacher education and teacher training in Germany – of which many aspects have been fragmentized – can nevertheless provide teachers with an adequate opportunity to systematically develop their professional competences in the field of education for sustainable development (ESD). Based on current education policy goals and relevant empirical research, the article offers a theory intended to cause coherence between three phases of teacher education and training in Germany, thereby integrating academic theory and ESD practice more consistently. Particular attention is given to teacher educators, educational managers, researchers and decision makers, who often have not acquired solid expertise in the specific area of ESD themselves. Their active inclusion is the key success factor in the intrinsic processes regarding organizational development at teacher education institutions.
Highlights
This article deals with the question of how teacher education and teacher training in Germany – of which many aspects have been fragmentized – can provide teachers with an adequate opportunity to systematically develop their professional competences in the field of education for sustainable development (ESD)
Research should be conducted into: (1) the challenges facing teachers, education administrators and political decision makers who are dedicated to the systematic integration of ESD into teacher education processes (Duveneck et al, 2020); (2) which measures are suitable for implementing appropriate organizational development processes within the participating institutions (Bormann and Nikel, 2017); and (3) clarifying cross-phase governance issues (Hellmann, 2019)
teacher education for sustainable development (TESD) is a change management process that has only just begun in Germany
Summary
‘You do your homework and we’ll do ours!’ is a slogan of the German Fridays for Future movement. It is useful to evaluate the development, testing and optimization of innovative participatory teaching/learning methods, to investigate the synergy potential for involvement of ESD in all pillars of teacher education (subject theory, subject teaching, educational theory and practical school studies), and to analyse which needs-based offers of support and services are suitable for the selective elimination of existing doubts and obstacles within the individual teacher education institutions In this context, research should be conducted into: (1) the challenges facing teachers, education administrators and political decision makers who are dedicated to the systematic integration of ESD into teacher education processes (Duveneck et al, 2020); (2) which measures are suitable for implementing appropriate organizational development processes within the participating institutions (Bormann and Nikel, 2017); and (3) clarifying cross-phase governance issues (Hellmann, 2019). TESD can be seen as a circular endeavour that – in the best of cases – will never end
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