UE4SD

University Educators For Sustainable Development

ESD Professional Development Resources

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Education for Sustainable Development - Innovation in Teacher Education (BINE)

Organisations: Alpen-Adria-University Klagenfurt (Lead Organisation)
University of Teacher Education Upper Austria (Lead Partner)
Austrian Educational Competence Centre Biology at University of Vienna
University of Teacher Education Styria
University of Teacher Education Lower Austria
University of Teacher Education Vorarlberg
Applied University of Agricultural and Environmental Education
FORUM Environmental Education
Federal Ministry of Education an Woman Affaires

Authors: rof. Dr. Franz Rauch, Institute of Instructional and School Development, Alpen-Adria-University Klagenfurt, Austria
Dr. Regina Steiner, University of Teacher Education Upper Austria, Linz, Austria

Description

This example is taken from the UE4SD Leading Practice Publication, 2015.

The main goal of the BINE course is to encourage participants to learn about sustainable development (SD) and education for sustainable development (ESD) as a “community of learners” in a reflective way. To achieve this, the course aims (a) to improve pedagogical research competences (mainly action research), (b) to research and reflect on educational practice in teacher education in diverse educational subjects, and (c) to implement sustainable development issues in the teacher education curriculum.

ESD Focus

Like human rights ESD is regarded as a “regulative idea“, which gives direction to research- and learning processes. This implies that the contradictions, dilemmas and conflicting targets inherent in this vision need to be constantly re-negotiated in a process of discourse between participants in each concrete situation. This implies a great potential for learning.

Professional Development Approach

Competent, professional action in complex situations like ESD requires concomitant learning processes. Professional learning requires the experience of acting in complex practical situations. From these perspectives, professional action and professional learning coincide in one stream of action. As professional learning happens in practical situations, which in turn are seen to require reflection and further development, knowledge and skill development go hand in hand with practical situational development

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