Competencies of ESD multipliers: What knowledge do teachers and non-school actors have? Results from an empirical research

Хураангуй

In the world action program, the training of ESD multipliers in a field of action is clearly named as a goal, because competent actors are required to integrate ESD into the educational landscape. So far, however, little is known about the ESD-specific professional competence of geography teachers and extracurricular workers. This article deals with the specific knowledge that ESD actors need to have in order to do competent teaching. Professional competence is made up of both knowledge and non-cognitive aspects, teachers and non-scholar ESD-actors need this esdspecific action competence. There is a lack of empirical evidence, which is necessary to be able to map the competence of ESD groups of actors. In this study, a survey instrument was developed which measures ESD-specific competence with a standardized questionnaire. The differences in professional competence were measured using the example topic “climate change”. The sample included both geography teachers and non-formal actors from environmental centers and educational institutions for global learning in northern Germany. It is a hypothesis-based study. Contrary to the assumptions, the non-formal actors achieved better values and thus have more ESD-specific competence. It is necessary to integrate ESD in all phases of teacher training and to develop it consistently. The article presents the difference in professional competence between geography teachers and nonformal workers and provides an outlook on possible causes and consequences for the future training of ESD actors.