Transformative learning and (professional) biographies in the context of sustainability and ESD teacher professionalisation

This article links the theory of transformative learning with (professional) biographical perspectives on the professionalization of teachers in the context of education for sustainable development (ESD). The starting point is that individual professionalization processes are always situated within a biographical context, which gives rise to requirements for ESD teacher professionalization that have been largely overlooked to date. Using theoretical and empirical references, the article highlights the potential of biographically sensitive ESD teacher professionalization and discusses implications for research and practice.