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)

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

ESD as a Trigger for Innovation in EducationESD 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

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)

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

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)

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)

Evaluation Concept Formative and summative

evaluation Internal components

Questionnaires Written and oral feedback

External components Group interviews with participants

Participants 21 Teacher trainers from

Pedagogical Academies and Pedagogical Institutes

A variety of subjects are represented (including specialised didactics and instructional practice)

Motives Development of research

competences (further qualification for forthcoming pedagogical colleges)

Development of competences in ESD General interest in didactical

innovations Exchange with colleagues

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 the further education of my work as a teacher trainer?

How can my current profession be linked to education for sustainable development?

2nd Seminar (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?

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

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?

Some midterm Reflections Participant-centered and process-oriented

approach towards SD/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

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?