Pre-service teacher’s attitudes towards Education for Sustainable Development – an empirical study at the University College of Teacher Education Vienna/Krems (KPH Wien/Krems)

Abstract

Aim: The aim of the study was to find out what attitudes pre-service teachers at the University College of Teacher Education Vienna/Krems have towards education for sustainable development. What do they think, know and feel towards ESD? Theory: The theoretical framework consists of the concept of ESD and attitudes as a psychological construct. Attitudes can have an influence on peoples’ behaviour. In the educational context it can be argued, that the teachers’ attitudes can have an influence on their teaching. Method: A mixed-methods approach was applied in the study. Data was collected through an online-survey and through qualitative semi-structured interviews. Two data collections have been done separately, as well as the data analysis. In the end they were brought together. The analysis was done by means of descriptive statistics and content analysis. Results: The study showed that pre-service teachers at KPH have positive attitudes towards ESD, but not in all areas. Especially the affective dimension was not only positive. The pre-service teachers think ESD is important, especially applying it in primary school. But they also expressed a strong wish for more ESD content during teacher education.