Pedagogic approaches such as simulations, role plays, case studies, problem-based learning, and group discussions amongst others are considered as useful for preparing student teachers for understanding sustainability, handling conflict of interest, ambiguity, uncertainty and complexity and preparing for participation. In an explorative study at the University of Education Freiburg we explore the possibilities for learning if these pedagogic approaches in an Initial Education Course for primary and secondary education on ESD are complement by a three week project in which the student teachers are challenged “to learn about environmental alternatives by modifying their own lifestyles” for this period (Kirk / Thomas, 2003) and to reflect on the possibility for this in schools. Throughout this voluntary project, students reduce their impacts on the environment by changing their daily routines concerning – for example – transportation, clothing, water use and food and reflect on their experience in the group. The methods for assessing the learning outcomes of this three week project and the course as a whole entail qualitative approaches for the students’ journals and the group discussion as well as questionnaires. This contribution introduces the Lifestyle Project as it has been developed and used in a few US Higher Education institutions and our adaptation for Initial Teacher Education. A brief analysis of how outcomes have been assessed in the US courses and in similar projects is presented. The choice of assessment in our study is argued and the findings are outlined. In the conclusion, we summarise the main challenges we faced in the assessment and make suggestions for future research.

Kirk, K. B. / Thomas, J. J. (2003): The Lifestyle Project. Journal of Geoscience Education 51 (5): 496-499