Teachers' Professional Action Competence in Education for Sustainable Development. A systematic review from the perspective of physical education.

Autor/inn/en	Lohmann, Julia; Breithecker, Jennifer; Ohl, Ulrike; Gieß-Stüber, Petra; Brandl-Bredenbeck, Hans Peter
Titel	Teachers' Professional Action Competence in Education for Sustainable Development. A systematic review from the perspective of physical education. Gefälligkeitsübersetzung: Handlungskompetenz von Lehrkräften bei Bildung für nachhaltige Entwicklung. Ein systematischer Review aus sportpädagogischer Perspektive.
Quelle	In: Sustainability, 13 (2021) 23, [26 S.] PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2071-1050
DOI	10.3390/su132313343
Schlagwörter	Bildung; Kompetenz; Wissen; Handlungskompetenz; Lehrer; Literaturanalyse; Nachhaltigkeit; Sportpädagogik; Sportunterricht
Abstract	In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1