Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education

Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in...

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Autores principales:	Ulrich Hobusch, Dominik Emanuel Froehlich
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	education for sustainable development teacher education teacher training programs higher education educational policy Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/c8de0d71faaa4151a3302769ee44fcba
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id	oai:doaj.org-article:c8de0d71faaa4151a3302769ee44fcba
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spelling	oai:doaj.org-article:c8de0d71faaa4151a3302769ee44fcba2021-11-11T19:21:13ZEducation for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education10.3390/su1321115852071-1050https://doaj.org/article/c8de0d71faaa4151a3302769ee44fcba2021-10-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/11585https://doaj.org/toc/2071-1050Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in their initial teacher training and education. In this exploratory, mixed-methods study, we investigate the exposure of students to ESD-related topics in different routes of teacher education in Austria. We do so by means of a quantitative survey instrument, which was specifically developed for this investigation in a qualitative pre-study. Within the investigated routes we note different distributions of ESD-related topics. These findings serve as a starting point for deeper analyses, as well as an impetus to question existing curricula in different teacher education routes with regard to different ESD-related topics.Ulrich HobuschDominik Emanuel FroehlichMDPI AGarticleeducation for sustainable developmentteacher educationteacher training programshigher educationeducational policyEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 11585, p 11585 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	education for sustainable development teacher education teacher training programs higher education educational policy Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	education for sustainable development teacher education teacher training programs higher education educational policy Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Ulrich Hobusch Dominik Emanuel Froehlich Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
description	Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in their initial teacher training and education. In this exploratory, mixed-methods study, we investigate the exposure of students to ESD-related topics in different routes of teacher education in Austria. We do so by means of a quantitative survey instrument, which was specifically developed for this investigation in a qualitative pre-study. Within the investigated routes we note different distributions of ESD-related topics. These findings serve as a starting point for deeper analyses, as well as an impetus to question existing curricula in different teacher education routes with regard to different ESD-related topics.
format	article
author	Ulrich Hobusch Dominik Emanuel Froehlich
author_facet	Ulrich Hobusch Dominik Emanuel Froehlich
author_sort	Ulrich Hobusch
title	Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
title_short	Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
title_full	Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
title_fullStr	Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
title_full_unstemmed	Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
title_sort	education for sustainable development: impact and blind spots within different routes in austrian teacher education
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/c8de0d71faaa4151a3302769ee44fcba
work_keys_str_mv	AT ulrichhobusch educationforsustainabledevelopmentimpactandblindspotswithindifferentroutesinaustrianteachereducation AT dominikemanuelfroehlich educationforsustainabledevelopmentimpactandblindspotswithindifferentroutesinaustrianteachereducation
_version_	1718431553266122752

Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education

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