Physical Education Teacher Educators' Subjective Theories about Sustainability and Education for Sustainable Development

Autor/inn/en	Lohmann, Julia; Goller, Antje
Titel	Physical Education Teacher Educators' Subjective Theories about Sustainability and Education for Sustainable Development
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 4, S.877-894 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-06-2022-0186
Schlagwörter	Physical Education; Teacher Educators; Sustainability; Sustainable Development; Foreign Countries; Teacher Attitudes; Preservice Teacher Education; Germany + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Nachhaltigkeit; Nachhaltige Entwicklung; Ausland; Lehrerverhalten; Lehramtsstudiengang; Deutschland
Abstract	Purpose: Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education. Design/methodology/approach: This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from N = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis. Findings: The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD. Originality/value: To the best of the authors' knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01