Physical education teacher’s subjective theories about sustainability and education for sustainable development

Introduction

Education is an important enabler for the transformation of society towards a more sustainable future. Sport and physical activity can fuel sustainable development (SD), but also jeopardise it. Through the implementation of education for sustainable development (ESD) in physical education (PE), PE teachers can make an important contribution to the development of key sustainability competences among students. However, not much is known about ESD-related subjective theories of PE teachers, which are theorized to be important precursors of the implementation of ESD (Baena-Morales et al., 2022). The purpose of this study is to give insights into subjective theories of PE teachers regarding the concepts of SD and ESD generally, and in the context of PE.

Methods

Semi-structured interviews were conducted with N = 8 PE teachers from high schools in Bavaria, Germany (26 to 59 years; 4 female, 4 male). Interviewees were asked to elaborate on their understanding of SD and ESD in general, on PE-specific aspects of ESD (e.g., contents, didactics), and on prerequisites, opportunities and barriers for implementing ESD in PE. These categories were then used for a qualitative content analysis.

Results

Overall, the understanding of the concepts of SD and ESD is heterogeneous and rather diffuse. For example, PE teachers focused on ecological aspects, neglecting the multidimensionality of the SD concept. Most of the respondents also did not have a concrete idea of the ESD concept. Prerequisites and barriers for the implementation of ESD in schools included individual, institutional, and cross-institutional aspects.

Discussion

PE teachers play a key role in physical activity-based ESD. Currently, at least our sample and the structures in which they work do not seem sufficiently prepared for this role. Implications for initial and future (PE) teacher education will be discussed.

References

Baena-Morales, S., Prieto-Ayuso, A., Merma-Molina, G. & González-Víllora, S. (2022). Exploring physical education teachers’ perceptions of sustainable development goals and education for sustainable development. Sport, Education and Society, 1–18. https://doi.org/10.1080/13573322.2022.2121275