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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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Competencies for ESD (Education for Sustainable Development) teachers.
A framework to integrate ESD in the curriculum of teacher training institutes.
Inhaltsverzeichnis :
About the CSCT-project and the partnership

About the CSCT


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

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′

Five domains
Our concept of competences
The five domains of competencies of the CSCT-Model

Competences related to Knowledge
Definition of knowledge
Theoretical background
Position within the CSCT concept
Definition of the sub-competences

Teacher Competences related to Values and Ethics
Definition and basic terms
Position within the CSCT framework

Systems thinking
Definition and basic terms
Position within the framework of domains

Competences related to Emotion
Definition and basic terms
Position within the framework of domains
Teacher competences related to emotions

Competences related to Action
Position in the CSCT framework
Definition and basic terms

Action Research as Interventional Research in ESD
Education and learning for and through sustainable development
A partnership between research and education
Intervention research

Case Studies: Introduction

FUEPS – Interdisciplinary project studies
General intention of the curriculum for teacher education
FUEPS – Goals of the module
Concept of the module
Evaluation of the FUEPS
References only concerning to publications of FUEPS

University Course – Education for Sustainable Development – Innovation in Teacher Education (BINE)
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

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?

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

Study Programme Sustainability
Initial Situation
Target Dimension: acquiring (shaping) competence
Methodological considerations
Framing the Learning Process
Some Answers and Many Questions

Hungarian case study
Background information
The new initiative
Implementation and evaluation of the revised Environment and Society course

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?

Education for sustainability in initial primary school teacher education
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
Appendix 1
Appendix 2
Appendix 3

Discipline dialogue in primary teacher education
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

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