This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.
A multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests.
The results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD.
The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.
Erratum: It has come to the attention of the publisher that the article, Jan-Ole Brandt, Lina Bürgener, Matthias Barth, Aaron Redman, “Becoming a competent teacher in education for sustainable development: learning outcomes and processes in teacher education” published in the International Journal of Sustainability in Higher Education Health Care Quality Assurance, Vol. 20, No. 4, contained an old version of Table VIII, subsequently this has now been replaced with a new version. Consequently, the Cronbach’s alpha values indicated on page 640 have been corrected and a sentence has been added to point out that changes in a pre-post comparison of the scale were only significant for the 4th semester cohort. These new results impact the discussion and consequently the paragraph on page 645 and 646 has been amended to reflect the author’s interpretation of the new results. These errors were introduced in the editorial process and has now been corrected in the online version. The publisher sincerely apologises for these errors and for any inconvenience caused.
Brandt, J.-O., Bürgener, L., Barth, M. and Redman, A. (2019), "Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education", International Journal of Sustainability in Higher Education, Vol. 20 No. 4, pp. 630-653. https://doi.org/10.1108/IJSHE-10-2018-0183Download as .RIS
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