Sustainable Development in Physical Education Teacher Education A Professional Learning Project among Teacher Educators

Abstract

Purpose: To explore the perspectives of physical education (PE) teacher educators regarding the integration of sustainable development (SD) in PE teacher education (PETE). Theory Socio-cultural learning theory and collaborative learning. Method: Nine PE teacher educators were recruit from one department at a higher education institution in Sweden. A professional learning project was organised as a nine-month course that focus on PETE and perspectives of SD. The project comprised six sessions of workshops and seminars (120-180 minutes) designed to facilitate critical reflections and peer-discussions and dialogic encounters. As the central part of the project, the participants designed proposals of pedagogical interventions where they, based on their own teaching practices, were encouraged to identify, and choose a teaching unit within PETE where perspectives of SD could be integrated. Data was generated and analysed in three different ways. Papers that the participants had written about their interventions were qualitatively analysed to explore how PE teacher educators may integrate perspectives of SD within PETE. Furthermore, audio-recorded sessions and participant logbooks were qualitatively analysed to explore what the participants perceive to be challenges in relation to the integration of perspectives of SD within PETE. Results: The results showed that the interventions focused on different areas that are critical to PE, such as perspectives on inclusion and equality, and preparation for lifelong participation in physical activity, and that may contribute to the SD agenda. The interventions generally included a combination of lectures, seminars, and/or PETE student assignments. The results also showed that the participants perceived several challenges in relation to the integration of perspectives of SD within PETE. These challenges included making sense of SD in the context of PETE and framing SDGs in the context of PETE, as well as challenges related to integration and focus, and normativity, and lack of rights and wrongs.