'CrEEd for Future Schools'

Autor(en)

Johannes Reitinger, Agnes Pürstinger, Susanne Oyrer

Abstrakt

This paper describes the inquiry-oriented improvement concept of CrEEd for Schools regarding pivotal characteristics, prototypical experiences, and findings concerning its impact on pupils’ learning experience and teachers’ instructional performance. A reflection of these experiences and findings collected during an implementation process conducted in an Austrian secondary school (2018–2019), motivates us to further rethink and to extend the conceptual architecture of CrEEd for Schools. We adjusted decisive conceptual components and integrated a concrete content layer into this inquiry-oriented approach – namely the sustainable development goals (SDGs). In doing so, we assume that the revised concept CrEEd for Future Schools will overcome the initial obstacles.

Organisation(en)

Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung, Institut für Geographie und Regionalforschung, Plattform für Didaktik der Naturwissenschaften (AECCs)

Journal

Schule verantworten: Führungskultur Innovation Autonomie

Band

1

Seiten

36-51

ISSN

2791-4046

DOI

https://doi.org/10.53349/sv.2021.i3.a114

Publikationsdatum

12-2021

Peer-reviewed

Ja

ÖFOS 2012

503001 Allgemeine Pädagogik, 503025 Schulpädagogik

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/4effd31e-9219-4191-b51c-cddff7c6a2fd