About the CSCT-project and the partnership About the CSCT
Partnership
Index Sustainable development and education Sustainable development
What is sustainable development about?
Historical development of the concept of sustainable development
United Nations Conference on Environment and Development, Rio de Janeiro 1992
Education for sustainable development
References
How to read the model Blue triangle: Professional Dimension
Red triangle: Overall Competencies for ESD
How to read the model
Development of the dynamic model for ESD competences in Teacher Education Competence Concept The concept of ′competence′: from input tot output oriented
Competences and education of learners
Problem fields of the concept of ′competence′
References
Five domains Our concept of competences
The five domains of competencies of the CSCT-Model
References
Competences related to Knowledge Definition of knowledge
Theoretical background
Position within the CSCT concept
Definition of the sub-competences
References
Teacher Competences related to Values and Ethics Definition and basic terms
Position within the CSCT framework
Competences
References
Systems thinking Definition and basic terms
Position within the framework of domains
Competences
References
Competences related to Emotion Definition and basic terms
Position within the framework of domains
Teacher competences related to emotions
References.
Competences related to Action Position in the CSCT framework
Definition and basic terms
Competences
References
Action Research as Interventional Research in ESD Education and learning for and through sustainable development
A partnership between research and education
Intervention research
References
Case Studies: Introduction FUEPS – Interdisciplinary project studies General intention of the curriculum for teacher education
FUEPS – Goals of the module
Concept of the module
Assessment
Evaluation of the FUEPS
References only concerning to publications of FUEPS
Appendix
University Course – Education for Sustainable Development – Innovation in Teacher Education (BINE) Summary
Theoretical Background
The History of the Course of Studies
Objectives, Structure and Content of the BINE Course of Studies
Evaluation Concept
Participants and Motives .
General Feedback Regarding the Development of Competences
The Studies
Comparison of Initial and Final Questionnaires
Summary: Discussion and Consequences
References
Case Study of Belgium The context within the institution
Aims of the initiative
What have we done?
The learning environment of the 4th semester (School within Society′ / translation of SDproblems to pupils)
How did we research the initiative?
References
University College CVU-Vest, Denmark Case study on ESD What is the relevant context?
What are the intentions of the initiative?
What have we done?
How did we research the initiative? (Action Research)
Description of empirical data
Analysis of empirical data
What did we get/learn for future planning
Materials used
Acknowledgements
Attachments
Study Programme Sustainability Initial Situation
Target Dimension: acquiring (shaping) competence
Methodological considerations
Framing the Learning Process
Some Answers and Many Questions
References
Hungarian case study Background information
The new initiative
Implementation and evaluation of the revised Environment and Society course
Conclusions
References
Case-study: ″Industry in Telemark″ The context within the institution
Goals of the project
What have we done?
How did we do research in this project?
Description of empirical data
Analyses of empirical data
What have we learned for future planning?
References
Education for sustainability in initial primary school teacher education Introduction
Environmental Education for Sustainability course in Initial Primary School Teacher
Education: a proposal of innovation
Foundations of the Environmental Education for Sustainability course in Initial Primary
School Teacher Education
Methodological approach of the environmental education course: investigation, reflection, cooperative work
Teaching the course
The research
The process of reflection
The group diary
Reasons for using a group diary
The structure of the group diary
The analysis of the diaries
Conclusions
References
Appendix 1
Appendix 2
Appendix 3
Discipline dialogue in primary teacher education Abstract
The context of the proposal
The intention of the proposal
Competencies for ESD-teachers
Development of the proposal
Investigation of the development of the proposal
Changes in the student models
Description of the results
Analysis of the results
Pointers to the future
North – South Relationship: Past – Present – What Future? Context of the case study
Intention of the Module
What did we do?
Evaluation of the module
Description of the empirical data
Analysis of the Data
What did we learn?
Teaching strategies, learning sites, materials
Case Study FHNW PH Solothurn Initial Situation
What were the aims of the initiative?
What did we do?
How did we research the initiative?
Description of the empirical data
Analysis of the empirical Data
What have we learnt for the future?
Materials and methods
Education for Sustainable Development and Global Citizenship in Wales The First Project
The Second Project
Epilogue
Mobil →
↑ http://www.unece.org/fileadmin/DAM/env/esd/inf.meeting.docs/EGonInd/8mtg/CSCTHandbook_Extract.pdf