Bildung für nachhaltige Entwicklung als Herausforderung für die Lehrer*innenbildung. Orientierungen von Lehramtsstudierenden zu Nachhaltigkeit und nachhaltigkeitsbezogener Bildung

Sustainability and Education for Sustainable Development (ESD) have emerged as key topics in social discourse in recent years and are now being politically pushed in school curricula and teacher training programs. However, studies indicate that in Germany, prospective teachers are not systematically prepared for implementing ESD in schools. Against the background that such implementation entails challenges in both didactics and school development, and requires professional reflection, this paper presents an explorative study. It investigates the guiding orientations of student teachers when engaging with sustainability and sustainability-related education. Based on an analysis of group discussions using the Documentary Method, two contrasting types are presented—‘transmission’ and ‘distancing’. These types go hand in hand with divergent understandings of sustainability and partially different anticipated forms of implementing sustainability-related education in school settings. In the discussion, these results are contextualized within the (so far limited) state of research, leading to the formulation of implications for teacher training.