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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World


Edited By Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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Education for Sustainable Development in Teacher Training in Baden-Württemberg: From Theory to Implementation


Markus Jahn, Alexander Siegmund


The United Nations Commission on Environment and Development highlighted education as a critical force for promoting the guiding principle of sustainable development, and enabling people to address relevant issues. The overall goal of the education for sustainable development (ESD) is to “motivate and empower learners to change their behaviour and take action for sustainable development” (UNESCO 2013).

In the German education system, learning standards and curricula define subject-based skills and abilities to be acquired by pupils. Beyond that, the subject-independent concept of the “Gestaltungskompetenz” (shaping competence) defines learners’ interdisciplinary knowledge, skills and competences being necessary to act in a sustainable way. Though these guidelines are important for the implementation of ESD, the teachers and their own competences related to teaching in terms of ESD may be a very influential factor in this regard too.

In their survey, Rieß et al. (2008) asked 2,951 teachers across the federal state of Baden-Württemberg in southwestern Germany about ESD as being a part of their lessons as well as about general conditions promoting or restricting ESD in school. The results of this and other surveys led to a more extensive engagement of the state government and ministries in terms of ESD, especially in the field of teacher training. The goal is to implement ESD at universities more profoundly. As a part of the current measures, the authors conducted a survey to evaluate a.) the status quo of...

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