Student Teachers’ Knowledge to Enable Problem-Solving for Sustainable Development
Citable Link (URL):http://resolver.sub.uni-goettingen.de/purl?gs-1/17069
Education is a central strategy in terms of sustainable development (SD) and can contribute to solving global challenges like biodiversity loss and climate change. Content knowledge represents one base for teaching education for sustainable development (ESD). Therefore, identifying teaching and learning prerequisites regarding SD challenges in teacher education is crucial. The focus of the paper was to assess and learn more about student teachers’ procedural knowledge regarding issues of biodiversity and climate change, by using an expert benchmark. The aims of the study are to describe and identify (i) di erences between students’ and experts’ e ectiveness estimations, (ii) di erences in bachelor and master students’ procedural knowledge, and (iii) di erences between procedural knowledge of students studying di erent ESD-relevant subjects. Student teachers at eight German universities (n = 236) evaluated the e ectiveness of solution strategies to SD challenges. The results showed high deviations in the e ectiveness estimations of experts and students and, therefore, di ering procedural knowledge. The lack of student teachers’ interdisciplinary knowledge to reduce biodiversity loss and climate change seemed to be largely independent of their study program and ESD-relevant subject. One reason for this may be the generally low number of ESD-relevant courses they attended. This study suggests further longitudinal research in order to make clear statements about changes in SD-related knowledge during teacher education.