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Franz Rauch - Klagenfurt University Regina Steiner - FORUM Umweltbildung

University Course “Education for Sustainable Development – Innovations in Teacher Education” (BINE): Reasons, Concept and First Experiences. Franz Rauch - Klagenfurt University Regina Steiner - FORUM Umweltbildung. Sustainable Development – a regulative idea (I. Kant).

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Franz Rauch - Klagenfurt University Regina Steiner - FORUM Umweltbildung

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  1. University Course “Education for Sustainable Development – Innovations in Teacher Education” (BINE): Reasons, Concept and First Experiences Franz Rauch - Klagenfurt University Regina Steiner - FORUM Umweltbildung

  2. Sustainable Development – a regulative idea(I. Kant)

  3. Education for Sustainable Development (ESD) • ESD as part of a general educational task based on the intention of empowering the learners in terms of a humanisation of life in the future • ESD means trying to develop reflective competences to shape our ecological, social, economic and political environment in a local and global perspective

  4. ESD as a Trigger for Innovation in Education ESD may constitute a fertile ground for educational innovation and development, because of • the interdisciplinary nature of ESD • the present and future relevance of ESD to societies • the challenges involved in designing a learning process which meets the goals of ESD

  5. ESD in Teacher Education • The research project „Environmental Education in Teacher Education“ (ENITE) (1977-2000) • The Network ENITE (2000- ongoing) • The University Course „ESD – Innovations in Teacher Education“ (BINE) (2004-2005)

  6. Principles of ENITE • All parties involved have an active influence on the design of projects • Learning is interdisciplinary, not fragmented into disciplines • Learning takes place in close interaction with schools which generate ”local knowledge” in environmental projects • Learning includes a research component in terms of systematically reflected practice • Innovation is stabilised by creating a structural framework

  7. Prinicples of „BINE“ • Equal emphasis is put on theoretical-methodical foundation and learning from one’s own practical experiences • Projects on Sustainable Development and research activities in teacher education are related to each other(Action Research)

  8. Structure of „BINE“ • In-service training • Lead by a team • Three Seminars (5 days each) • Regional working groups (7 days) • Individual research projects (AR) • Certificate (indiv. performance profile) • Part of „Professional Academy“ (Master of Arts in Education)

  9. Evaluation Concept • Formative and summative evaluation • Internal components • Questionnaires • Written and oral feedback • External components • Group interviews with participants

  10. Participants • 21 Teacher trainers from • Pedagogical Academies and Pedagogical Institutes • A variety of subjects are represented (including specialised didactics and instructional practice)

  11. Motives • Development of research competences (further qualification for forthcoming pedagogical colleges) • Development of competences in ESD • General interest in didactical innovations • Exchange with colleagues

  12. 1st Seminar (25th-30th April 04) • What do we mean by Sustainable Development? • Which courses of action does the concept provide me with as a teacher trainer? • How does practice research contribute to thefurther education of my work as a teacher trainer? • How can my current profession be linked to education for sustainable development?

  13. 2ndSeminar(17th - 22nd Oct. 2004) • How do I facilitate learning processes in the context of ESD? • Which experiences with ESD are there at home and abroad? • How do I get information on the effect of my activities and how do I interprete this information? • Which effects do these insights have on my actions?

  14. Evaluation of the 1st and 2nd Seminar • Positive remarks (170) • Variety of methods for research and instruction • Good mix of independent work and theoretical input and tools • Development of a personal approach to SD/ESD • Negative remarks (60) • Time pressure • Some theoretical input and external experts • Personal learning benefits • Research competences • Development of terminology SD/ESD

  15. Future 3rd Seminar (25th-30th Oct. 05) • How do I publish and make my experiences public? • How do I integrate my insight from the course of studies into my pedagogic everyday life? • Which conclusions do we draw from our common experiences for ESD?

  16. Some midterm Reflections • Participant-centered and process-oriented approach towardsSD/ESD meets „regulative idea“ • Quality of Reflection by the participants has to be encouraged • More attention has to be put on ESD in the course of the regional working groups and individual projects

  17. Development and Research Questions • How can the complex and contradictory topic of ESD be treated clearly without simplifying it? • How can education for sustainable development and action research increase the reflection skills in order to develop competences for learning and shaping the environment? • Which conditions support or inhibit the development and implementation of Education for Sustainable Development in teacher training institutions?

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