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This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD. (DIPF/Orig.)

The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.

The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.

This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, [the authors] have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. [The authors] conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful - the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD. (Orig.).