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

      , , , ,
      Sustainability
      MDPI AG

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          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.

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          Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement

          Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
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            Knowledge and Teaching: Foundations of the New Reform

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              Key competencies in sustainability: a reference framework for academic program development

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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                SUSTDE
                Sustainability
                Sustainability
                MDPI AG
                2071-1050
                December 2021
                December 02 2021
                : 13
                : 23
                : 13343
                Article
                10.3390/su132313343
                9e9661b6-68ce-4b2b-b13b-797698b5c39b
                © 2021

                https://creativecommons.org/licenses/by/4.0/

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