Perceptions of ESD in Teacher Education - challenges and paradoxes

This paper aims at understanding the multidisciplinary nature of ESD and the potentials and barriers identified by future teachers and teacher educators in different subjects and developing a conceptual framework for reflecting these issues in primary school. Furthermore, it aims at contributing to the
discussion of how to engage future primary school teachers to involve themselves in teaching for sustainable development. The study will include different perspectives from different subjects, different teacher approaches, etc. on ESD. This is a prerequisite for creating change / development. Furthermore, we will
discuss our empirical findings towards Luhmann's perspectives on the unavoidable normative starting points for education. This includes theoretical points on moral and moralizing, since Luhmann has emphasized, that
there may be a challenge in the fact that “moralizing polarize” (Luhmann 1991), This can constitute an important starting point for making it possible in the future to work with the normative ESD focus in non-normative ways in future educational practices.