Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

Julia Lohmann, Jennifer Breithecker, Ulrike Ohl, Petra Gieß-Stüber and Hans Peter Brandl-Bredenbeck
Additional contact information
Julia Lohmann: Institute of Sport Science, University of Augsburg, Universitätsstr. 3, 86159 Augsburg, Germany
Jennifer Breithecker: Institute of Sport Science, University of Augsburg, Universitätsstr. 3, 86159 Augsburg, Germany
Ulrike Ohl: Institute of Geography, University of Augsburg, Alter Postweg 118, 86159 Augsburg, Germany
Petra Gieß-Stüber: Institute of Sport and Sport Science, Albert-Ludwigs-University of Freiburg, Sandfangweg 4, 79102 Freiburg, Germany
Hans Peter Brandl-Bredenbeck: Institute of Sport Science, University of Augsburg, Universitätsstr. 3, 86159 Augsburg, Germany

Sustainability, 2021, vol. 13, issue 23, 1-26

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.

Keywords: teacher; knowledge; belief; competence; sustainability; education; sport; review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/23/13343/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/23/13343/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:23:p:13343-:d:693359

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().