Abstract
This chapter explores the nexus between place, connection, and sustainability and how this can be addressed within teacher education. It starts by identifying (a) a set of characteristics for transformative outdoor education (TOE) that has the potential to contribute to sustainability education (SE) and (b) the related competences that teachers might need. It then shows how these competences are developed in two courses provided by the largest teacher education institution in French-speaking Switzerland. The analysis of empirical data offers an overview of competences that students appear to have developed within these modules and how, according to them, this relates to sustainability education. The discussion concludes with a reflection on features that can be supportive when working on teachers’ competences in TOE so that it contributes to SE.
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Notes
- 1.
We understand competencies as defined by Weinert (2001): the ability and motivation to mobilize content knowledge, skills, and attitude in order to solve a problem.
- 2.
Teachers must: (a) master the curriculum in order to match the outside world to the school’s general objectives; (b) master the logistics related to a different teaching environment; (c) be able to relate to actors in the field; (d) be able to adapt to changing contexts inherent in the outside world; (e) be able to use active, experiential and/or project-based teaching methods.
- 3.
For an example in French, see https://dfjc-files.sos-ch-gva-2.exo.io/s3fs-public/2021-01/SentierDesEquilibres.pdf.
- 4.
The RSP competence framework is organized along three competence clusters: thinking holistically, envisioning change, achieving transformation, see Chap. 5 or https://aroundersenseofpurpose.eu/.
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Lausselet, N., Zosso, I. (2022). Outdoor and Sustainability Education: How to Link and Implement Them in Teacher Education? An Empirical Perspective. In: Vare, P., Lausselet, N., Rieckmann, M. (eds) Competences in Education for Sustainable Development. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-030-91055-6_20
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