國立虎尾科技大學 |

Competences in Education for Sustainable Development = Critical Perspectives /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Competences in Education for Sustainable Development/ edited by Paul Vare, Nadia Lausselet, Marco Rieckmann.
其他題名:	Critical Perspectives /
其他作者:	Rieckmann, Marco.
面頁冊數:	XV, 205 p. 20 illus., 13 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Pedagogy. -
電子資源:	https://doi.org/10.1007/978-3-030-91055-6
ISBN:	9783030910556

Competences in Education for Sustainable Development = Critical Perspectives /
Competences in Education for Sustainable DevelopmentCritical Perspectives /[electronic resource] :edited by Paul Vare, Nadia Lausselet, Marco Rieckmann. - 1st ed. 2022. - XV, 205 p. 20 illus., 13 illus. in color.online resource. - Sustainable Development Goals Series,2523-3092. - 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.

This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. Section One introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.

ISBN: 9783030910556

Standard No.: 10.1007/978-3-030-91055-6doiSubjects--Topical Terms:

1148703
Pedagogy.

LC Class. No.: GE196

Dewey Class. No.: 304.2

Competences in Education for Sustainable Development = Critical Perspectives /
LDR:05210nam a22004095i 4500 001 1093859
003 DE-He213
005 20220202101718.0
007 cr nn 008mamaa
008 221228s2022 sz | s |||| 0|eng d
020 $a 9783030910556 $9 978-3-030-91055-6
024 7 $a 10.1007/978-3-030-91055-6 $2 doi
035 $a 978-3-030-91055-6
050 4 $a GE196
072 7 $a RNU $2 bicssc
072 7 $a SCI026000 $2 bisacsh
072 7 $a RNU $2 thema
082 0 4 $a 304.2 $2 23
245 1 0 $a Competences in Education for Sustainable Development $h [electronic resource] : $b Critical Perspectives / $c edited by Paul Vare, Nadia Lausselet, Marco Rieckmann.
250 $a 1st ed. 2022.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a XV, 205 p. 20 illus., 13 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Sustainable Development Goals Series, $x 2523-3092
505 0 $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 -- 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.
520 $a This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. Section One introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.
650 2 4 $a Pedagogy. $3 1148703
650 2 4 $a Environmental and Sustainability Education. $3 1171846
650 0 $a Teaching. $3 555255
650 0 $a Environmental education. $3 580651
650 0 $a Sustainability. $3 793436
700 1 $a Rieckmann, Marco. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1401866
700 1 $a Lausselet, Nadia. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1401865
700 1 $a Vare, Paul. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1401864
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030910549
776 0 8 $i Printed edition: $z 9783030910563
776 0 8 $i Printed edition: $z 9783030910570
830 0 $a Sustainable Development Goals Series, $x 2523-3084 $3 1280800
856 4 0 $u https://doi.org/10.1007/978-3-030-91055-6
912 $a ZDB-2-EES
912 $a ZDB-2-SXEE
950 $a Earth and Environmental Science (SpringerNature-11646)
950 $a Earth and Environmental Science (R0) (SpringerNature-43711)