References
- Andersson, K. (2016). Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environmental Education Research, 23(3), 436–449. https://doi.org/10.1080/13504622.2016.117498210.1080/13504622.2016.1174982
- Applis, S. (2015). Analysis of possibilities of discussing questions of global justice in geography classes. International Research in Geographical and Environmental Education, 24(3), 273–285. https://doi.org/10.1080/10382046.2015.103446110.1080/10382046.2015.1034461
- Bohnsack, R., Pfaff, N., & Weller, W. (Eds.) (2010). Qualitative analysis and documentary method in international educational research. B. Budrich.10.3224/86649236
- Borg, C., Gericke, N., Höglund, H. O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: Discipline-bound differences and teaching traditions. Research in Science & Technological Education, 30(2), 185–207. https://doi.org/10.1080/02635143.2012.69989110.1080/02635143.2012.699891
- Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240. https://doi.org/10.2167/irgee194.010.2167/irgee194.0
- Gresch, H., & Martens, M. (2018). Teleology as a tacit dimension of teaching and learning evolution: A sociological approach to classroom interaction. Journal for Research in Science Teaching, 56(3), 1–27. https://doi.org/10.1002/tea.2151810.1002/tea.21518
- Holfelder, A. K. (2020). Implicit knowledge in the context of ESD: Students’ orientations towards sustainability-related topics. Journal of Education for Sustainable Development, 14(1), 20–40.10.1177/0973408220934646
- Jickling, B., & Wals, A. E. J. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21. https://doi.org/10.1080/0022027070168466710.1080/00220270701684667
- Kater-Wettstädt, L. (2017). How secondary-school students deal with issues of sustainable development in class. Environmental Education Research, 24(11), 1565–1580. https://doi.org.10.1080/13504622.2017.137306810.1080/13504622.2017.1373068
- KMK & BMBF. (2016). Orientierungsrahmen für den Lernbereich Globale Entwicklung [Orientation framework for the learning area Global Development]. Cornelsen.
- Mannheim, K. (1982). Structures of Thinking. Routledge.
- Öhman, J., & Öhman, M. (2012). Participatory approach in practice – an analysis of student discussions about climate change. Environmental Education Research, 19(3), 1–18. https://doi.org.10.1080/13504622.2012.69501210.1080/13504622.2012.695012
- Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development. Nature, school and democracy. Studentlitteratur.
- Singer-Brodowski, M., Brock, A., Etzkorn, N., & Otte, I. (2018). Monitoring of education for sustainable development in Germany – Insights from early childhood education, school and higher education. Environmental Education Research, 25(4), 492–507. https://doi.org/10.1080/13504622.2018.144038010.1080/13504622.2018.1440380
- Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647. https://doi.org/10.1080/1350462050016984110.1080/13504620500169841
- Sund, P. (2015). Experienced ESD schoolteachersí teaching – an issue of complexity. Environmental Education Research, 21(1), 24–44. https://doi.org/10.1080/13504622.2013.86261410.1080/13504622.2013.862614