30 SES 03 B, Teachers' Thinking and Reasoning (on SD and ESD)
Education for sustainable development (ESD) needs complex teacher competences. There are more and more international policy documents like Learning for future (UNECE, 2011) and scientific models like the CSCT model (Sleurs, 2008) describing the complexity of teacher competencies needed for effective ESD. United Nations has adopted the 17 Sustainable Development Goals (SDG-s) in September 2015 (UN, 2015), among them Quality education. But education is considered as a significant tool to reach the other 16 goals too. This way ESD has become one of the most significant tasks for education globally.
Hungarian teachers’ view on ESD-related issues were studied in 2016 in a series of research. The paper summarizes results considering Hungarian teachers’ view on teacher competences for ESD. After analysing the above mentioned scientific and political documents the following aspects of teacher competencies were chosen as the focus of the study:
- support students’ critical thinking
- global understanding
- dealing with locally relevant issues, problems
- participative learning, social decision-making
- support learning by doing
- teaching about adaptation possibilities for environmental challenges
To fulfil this list of aspects is an enormous or even impossible challenge for many if not most teachers working in practice. There are several factors explaining this situation but the fact that initial teacher training has not prepared teachers for these complex challenges, and that they have not received enough support to change their simple teaching routines are among the main explaining factors. As a consequence, there is an urgent need to develop complex supporting systems including teaching materials, on-line and off-line training courses, supporting web platforms and possibilities for exchanging experiences personally and on-line. These efforts could only succeed if they are targeted on those aspects of teacher competencies, which are really lacking from teachers’ everyday pedagogical practices.
That’s why the first aim of the paper is to identify those aspects of teacher competencies, which are defined as important or even essential for effective ESD by policy and research papers but are seen by Hungarian teachers as non-important or very difficult to realize or even non-existing in practice. Based on this knowledge more targeted development programs could be launched to improve these lacking competencies of Hungarian teachers in order to improve the quality of ESD in Hungary.
The second aim of the study is to give evidence using the results of data of a quality insurance study on in-service ESD training that at least some of these lacking teacher competencies could be improved even by a short in-service training.
Sleurs, W. (2008). Competencies for ESD (Education for Sustainable Development) teachers. Brussels: (Curriculum, Sustainable development, Competences, Teacher training (CSCT) Comenius 2.1 project. UN. (2015). Sutainable Development Goals. http://www.un.org/sustainabledevelopment/sustainable-development-goals/ UNECE. (2011). Learning for the future. Utrecht, Netherlands. doi:https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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