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Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education

Author

Listed:
  • Ulrich Hobusch

    (Department of Ecological Economics & RCE Vienna, Vienna University of Economics and Business, 1020 Vienna, Austria)

  • Dominik Emanuel Froehlich

    (Department of Education and Centre for Teacher Education, University of Vienna, 1090 Vienna, Austria)

Abstract

Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in their initial teacher training and education. In this exploratory, mixed-methods study, we investigate the exposure of students to ESD-related topics in different routes of teacher education in Austria. We do so by means of a quantitative survey instrument, which was specifically developed for this investigation in a qualitative pre-study. Within the investigated routes we note different distributions of ESD-related topics. These findings serve as a starting point for deeper analyses, as well as an impetus to question existing curricula in different teacher education routes with regard to different ESD-related topics.

Suggested Citation

  • Ulrich Hobusch & Dominik Emanuel Froehlich, 2021. "Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11585-:d:660619
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Eva-Maria Waltner & Katja Scharenberg & Christian Hörsch & Werner Rieß, 2020. "What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class," Sustainability, MDPI, vol. 12(4), pages 1-15, February.
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