Teacher education for sustainable development within national frameworks: Squaring the circle from a German perspective

Ellen Christoforatou
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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.
国家框架内促进可持续发展的教师教育:从德国的角度解决问题
本文探讨了德国的教师教育和教师培训——其中许多方面已经支离破碎——如何为教师提供充分的机会,系统地发展他们在可持续发展教育领域的专业能力。基于当前的教育政策目标和相关的实证研究,本文提出了一个理论,旨在使德国教师教育和培训的三个阶段保持一致,从而使学术理论和可持续发展教育实践更加一致。特别关注教师教育工作者、教育管理人员、研究人员和决策者,他们本身往往没有在可持续发展教育的特定领域获得坚实的专业知识。他们的积极参与是教师教育机构组织发展内在过程中的关键成功因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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59 weeks
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