Teachers' Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development
Teachers' Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development
复制标题
教师在可持续发展教育领域实施教育服务的能力
DOI：
10.3390/su5125067
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
M. Lehmann
中科院分区：
文献类型：
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作者：
F. Bertschy;Christine Künzli;M. Lehmann
“教育”一词是任何关于可持续发展的方案政治文件的一个组成部分。这一事实强调了教育在可持续发展方面的重要性。这就引出了一个问题：教师需要具备什么样的能力，才能在可持续发展教育（ESD）领域开发和实施教育方案，从而与学生一起追求和实现特定的教育目标。这就涉及到教师教育和继续教育中相应能力建设的问题。迄今为止，很少有人尝试描述教师在可持续发展教育方面的胜任力，并建立相应的胜任力模型。本文介绍了两种模式——课程、可持续发展、能力、教师培训（CSCT模式）和面向未来的学习：可持续发展教育的能力（ECE模式），并讨论了它们对教师教育和继续教育的好处。这些模型的不同之处在于它们对ESD的定义有多广泛，以及它们的目标受众是什么。这一比较表明并解释了为什么能力模型如果要作为可持续发展教育和教师继续教育领域教育提供概念的基础，就应该关注专业特定的核心能力。得出的结论包括对另一种胜任力模型概念的初步考虑。
The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD) so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers’ competencies regarding ESD and to develop corresponding competence models. The following article presents two models—Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model) and Learning for the future: The Competences in Education for Sustainable Development (ECE Model)—and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model.