The SusTeach project implemented sustainability education at a teacher education seminar (“Referendariat”) in Wiesbaden, Germany. The research involved program theory development as well as implementation and impact evaluation.
Team Members: Daniel Fischer (lead), Anna Sundermann, as well as Teresa Ruckelshauss as student assistant.
Education for Sustainable Development (ESD) or Sustainability Education is a comprehensive educational concept that enables people to play a committed and responsible role in shaping a just (world) society. For more than 25 years, various areas of the formal education system have been testing how ESD can be integrated into educational practice. One area in which ESD has hardly been systematically integrated to date is what is referred to as the second phase of teacher training (“Referendariat”). This second phase follows upon the completion of a higher education degree in teaching and contains both pedagogical practice in schools and accompanying seminars. The study seminar for secondary schools (“Gymnasien”) in Wiesbaden has set out to implement ESD in its own educational practice. Together with various partners, event formats were tested between 2015 and 2018 over three years of training that addressed ESD in an interdisciplinary and cross-curricular way. The pilot project was scientifically accompanied by the SuCo² working group at Leuphana University Lüneburg (Prof. Dr. Daniel Fischer).
Three event formats were developed and tested as part of the pilot project. A background introductory module to the “System Earth” as well as two events in the module “Teaching and School Development” with the focus on co-designing school. On the one hand, ESD is examined with regard to its implications for classroom teaching, on the other hand, however, it is conceived as an overarching task for school development (i.e. teaching, personnel and organizational development).
The accompanying research project evaluated the various event formats and the overall training program throughout the course of the three years using concept evaluation (program theory) and implementation evaluation. In addition to this, all three cohorts were surveyed pre and post as part of the outcome or program effectiveness evaluation.
The pilot project was carried out by a partnership of the Foundation “Forum for Responsibility”, the Hessian State Agency for Civic Education (HLZ), the European Academy Otzenhausen (EAO) and the Teacher Training College for Grammar Schools (Studienseminar fuer Gymnasien) in Wiesbaden.
Fischer, D. (2018). Bildung für nachhaltige Entwicklung als Aufgabe von Schulentwicklung. In D. Baumgärtner, H. Petrischak, & E. Wessela (Eds.), Polis: Vol. 59. Bildung für nachhaltige Entwicklung in der zweiten Phase der Lehrerbildung: Hintergründe, Ansatz und Wirkungen eines Pilotprojekts (pp. 27–42). Wiesbaden: Hessische Landeszentrale für politische Bildung.
Fischer, D., & Sundermann, A. (2018). Bildung für nachhaltige Entwicklung in der zweiten Phase der Lehrerbildung – Empirische Erkenntnisse zu Wirkungen und Wirksamkeit. In D. Baumgärtner, H. Petrischak, & E. Wessela (Eds.), Polis: Vol. 59. Bildung für nachhaltige Entwicklung in der zweiten Phase der Lehrerbildung: Hintergründe, Ansatz und Wirkungen eines Pilotprojekts (pp. 85–96). Wiesbaden: Hessische Landeszentrale für politische Bildung.