Study of Elementary Teacher Education Curriculum in the Light of Education for Sustainable Development

Abstract

Through an empirical analysis that offers teachers with experience in education for sustainable development a voice, this study supplements the conversation on theoretically developed competence models (ESD). Their knowledge and experience are added to the academic conversation. Our three initial contributions are as follows: (1) We find support for elements of content knowledge (CK) and pedagogical content knowledge (PCK), which share a similar perspective of the value of competencies in teaching, as well as for the significance of acting on an institutional level. (2) Using an example from ESD in Germany, we explain these competencies. (3) We add to the discussion of ESD by including (a) the teachers' point of view, (b) the motivations for and obstacles to ESD as stated by the teachers who were the subject of the investigation, and (c) a determination of the structural competencies of ESD teachers in terms of their awareness of structures and hierarchies and the communication patterns used therein. We conducted interviews with 12 ESD teachers working in German elementary schools and separated them into two categories. Through their ESD initiatives, both types seek to influence societal change; yet, the instructors exhibit various skill sets when it comes to incorporating ESD into the classroom.