Bildung für nachhaltige Entwicklung im Sachunterrichtsstudium

Teacher training plays a crucial role in the realisation of the concept “Educa-tion for Sustainable Development” (ESD). However, currently only little atten-tion is payed to the implementation of ESD during teacher training. In our study, we examine the attitude change of future primary school teachers of general studies during a facultative course of studies, which focuses on ESD. The study is based on the Stages-of-Concern-Model of Hall & Hord. The re-sults indicate that the facultative course of studies influences the attitudes of students in a positive way and helps to develop desirable profile types.
In order to meet the global problems and challenges of the 21st century, the concept of sustainable development is playing an increasingly important role. Since well before Agenda 21 education is seen as crucial key position in the process of sustainable development, because without a global education initia-tive sustainable development is not guaranteed. In teacher training, however, study courses concerned with Education for Sustainable Development still play a subordinate role. Since the last teacher training reform (science and so-cial studies at primary school level) for faculty students of general studies, the University of Siegen offers the optional possibility of a perspective-integrating module (in-depth study), which focuses primarily on aspects of sustainable development and education for sustainable development.
The present study examines the extent to which the professional attitudes, needs and concerns of future teachers of general studies develop during the in-depth study with regard to education for sustainable development. The basis for this is the Concern Based Adaptation Model (CBAM) with the diagnostic dimension Stages of Concern (SoC) of Hall and Hord (2011).
The examination of the effectiveness of the in-depth-study and the change it caused were carried out in form of an accompanying study with 109 students of general studies in the context of a comparative group design, whereby 42 students took part in the in-depth study of general studies.
The results indicate a significant development and change of the students who participated in the in-depth study regarding their attitude patterns, their pupil-orientation, their willingness to cooperate and their acceptance of the educa-tional concept Education for Sustainable Development. The in-depth study course has apparently succeeded in positively influencing the profession-related attitudes of the future teachers.