Competences in Education for Sustainable Development: Critical Perspectives
Part One. Conceptualising competences -- Chapter1. Introduction -- Chapter2. The Competence Turn: Historical perspective -- Chapter3. Educators’ competence frameworks in education for sustainable development -- Chapter4. What do key competencies in sustainability offer and how to use them -- Chapter...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cham
Springer International Publishing
2022
Cham Imprint: Springer 2022 |
| Ausgabe: | 1st ed. 2022 |
| Schriftenreihe: | Sustainable Development Goals Series
|
| Schlagworte: | |
| Zusammenfassung: | Part One. Conceptualising competences -- Chapter1. Introduction -- Chapter2. The Competence Turn: Historical perspective -- Chapter3. Educators’ competence frameworks in education for sustainable development -- Chapter4. What do key competencies in sustainability offer and how to use them -- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation -- Chapter6. On the educational difference between being able and willing -- Chapter7. Complexity and criticality in relation to ESD competences -- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators’ competences: a conversation with Silvio Funtowicz -- Chapter9. ESD competences for deep quality in education -- Part Two. Integrating competences -- Chapter10. The highs and lows of working education for sustainable competences into HEI framework -- Chapter11. Breaking the mould: educators as agents of change -- Chapter12. Framing the frames: integrating an ESD approach into an existing national framework -- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie -- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud -- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta -- Chapter16. ESD competences and teacher educators’ professional development: Findings and implications of the Cyprus example -- Part Three. Pedagogy and competences -- Chapter17. Connections between sustainable development competences and pedagogical approaches -- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies -- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy -- Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective -- Chapter21. Assessing sustainability competences – a discussion on what and how -- Part Four. Conclusions -- Chapter22. Lessons learned and future research directions in educating for sustainability competencies -- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic |
| Beschreibung: | XV, 205 p. 20 illus., 13 illus. in color. |
| ISBN: | 9783030910549 |
Internformat
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| 520 | 3 | |a Part One. Conceptualising competences -- Chapter1. Introduction -- Chapter2. The Competence Turn: Historical perspective -- Chapter3. Educators’ competence frameworks in education for sustainable development -- Chapter4. What do key competencies in sustainability offer and how to use them -- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation -- Chapter6. On the educational difference between being able and willing -- Chapter7. Complexity and criticality in relation to ESD competences -- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators’ competences: a conversation with Silvio Funtowicz -- Chapter9. ESD competences for deep quality in education -- Part Two. Integrating competences -- Chapter10. The highs and lows of working education for sustainable competences into HEI framework -- Chapter11. Breaking the mould: educators as agents of change -- | |
| 520 | 3 | |a Chapter12. Framing the frames: integrating an ESD approach into an existing national framework -- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie -- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud -- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta -- Chapter16. ESD competences and teacher educators’ professional development: Findings and implications of the Cyprus example -- Part Three. Pedagogy and competences -- Chapter17. Connections between sustainable development competences and pedagogical approaches -- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies -- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy -- | |
| 520 | 3 | |a Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective -- Chapter21. Assessing sustainability competences – a discussion on what and how -- Part Four. Conclusions -- Chapter22. Lessons learned and future research directions in educating for sustainability competencies -- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic | |
| 653 | 0 | |a Sustainability | |
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| 700 | 1 | |a Rieckmann, Marco |d 1978- |0 (DE-588)130225207 |4 edt | |
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| id | DE-604.BV047837809 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:11:00Z |
| indexdate | 2024-07-20T04:34:15Z |
| institution | BVB |
| isbn | 9783030910549 |
| language | English |
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| physical | XV, 205 p. 20 illus., 13 illus. in color. |
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| series2 | Sustainable Development Goals Series |
| spelling | Competences in Education for Sustainable Development Critical Perspectives edited by Paul Vare, Nadia Lausselet, Marco Rieckmann 1st ed. 2022 Cham Springer International Publishing 2022 Cham Imprint: Springer 2022 XV, 205 p. 20 illus., 13 illus. in color. txt rdacontent n rdamedia nc rdacarrier Sustainable Development Goals Series Part One. Conceptualising competences -- Chapter1. Introduction -- Chapter2. The Competence Turn: Historical perspective -- Chapter3. Educators’ competence frameworks in education for sustainable development -- Chapter4. What do key competencies in sustainability offer and how to use them -- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation -- Chapter6. On the educational difference between being able and willing -- Chapter7. Complexity and criticality in relation to ESD competences -- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators’ competences: a conversation with Silvio Funtowicz -- Chapter9. ESD competences for deep quality in education -- Part Two. Integrating competences -- Chapter10. The highs and lows of working education for sustainable competences into HEI framework -- Chapter11. Breaking the mould: educators as agents of change -- Chapter12. Framing the frames: integrating an ESD approach into an existing national framework -- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie -- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud -- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta -- Chapter16. ESD competences and teacher educators’ professional development: Findings and implications of the Cyprus example -- Part Three. Pedagogy and competences -- Chapter17. Connections between sustainable development competences and pedagogical approaches -- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies -- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy -- Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective -- Chapter21. Assessing sustainability competences – a discussion on what and how -- Part Four. Conclusions -- Chapter22. Lessons learned and future research directions in educating for sustainability competencies -- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic Sustainability Environmental education Teaching Vare, Paul (DE-588)1160103577 edt Lausselet, Nadia edt Rieckmann, Marco 1978- (DE-588)130225207 edt Erscheint auch als Druck-Ausgabe 9783030910549 Erscheint auch als Druck-Ausgabe 9783030910563 Erscheint auch als Druck-Ausgabe 9783030910570 Erscheint auch als Online-Ausgabe 978-3-030-91055-6 |
| spellingShingle | Competences in Education for Sustainable Development Critical Perspectives |
| title | Competences in Education for Sustainable Development Critical Perspectives |
| title_auth | Competences in Education for Sustainable Development Critical Perspectives |
| title_exact_search | Competences in Education for Sustainable Development Critical Perspectives |
| title_exact_search_txtP | Competences in Education for Sustainable Development Critical Perspectives |
| title_full | Competences in Education for Sustainable Development Critical Perspectives edited by Paul Vare, Nadia Lausselet, Marco Rieckmann |
| title_fullStr | Competences in Education for Sustainable Development Critical Perspectives edited by Paul Vare, Nadia Lausselet, Marco Rieckmann |
| title_full_unstemmed | Competences in Education for Sustainable Development Critical Perspectives edited by Paul Vare, Nadia Lausselet, Marco Rieckmann |
| title_short | Competences in Education for Sustainable Development |
| title_sort | competences in education for sustainable development critical perspectives |
| title_sub | Critical Perspectives |
| work_keys_str_mv | AT varepaul competencesineducationforsustainabledevelopmentcriticalperspectives AT lausseletnadia competencesineducationforsustainabledevelopmentcriticalperspectives AT rieckmannmarco competencesineducationforsustainabledevelopmentcriticalperspectives |