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Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes

Author

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  • Andreas Fröberg

    (Department of Food and Nutrition, and Sport Science, University of Gothenburg, Läroverksgatan 5, P.O. Box 300, SE-405 30 Gothenburg, Sweden)

  • Suzanne Lundvall

    (Department of Food and Nutrition, and Sport Science, University of Gothenburg, Läroverksgatan 5, P.O. Box 300, SE-405 30 Gothenburg, Sweden
    Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Høgskulen på Vestlandet Campus Sogndal, Postboks 133, 5063 Bergen, Norway)

Abstract

Although school education, including the subject of physical education (PE), has the potential to contribute to the visions set out by the 2030 Agenda and its sustainable development goals (SDGs), little attention has been directed towards sustainable development perspectives in PE teacher education (PETE). In this explorative paper, we aimed to investigate how sustainable development perspectives are reflected in Swedish PETE course syllabi, focusing on learning outcomes. The source of data was 496 learning outcomes retrieved from PETE course syllabi at the eight Swedish PETE institutions that examine PE teachers for compulsory school grades 7−9 and upper secondary school. A qualitative thematical analysis was performed, and two educational resources developed to support how to use education in achieving SDGs were used as a guiding framework. The findings show eight learning outcomes (<2%) explicitly related to sustainable development perspectives. We found these learning outcomes in courses dealing with outdoor education, movement and health didactics, and work environment and ergonomics. Our further analysis suggests that 37 learning objectives (19% as cognitive, 43% as socio-emotional, and 38% as behavioural) and 31 competencies (35% within knowledge and understanding, 32% within skills and applications, and 32% within values and attributes) could be linked to our themes of learning outcomes. These learning objectives and competencies of the SDGs were for good health and well-being, quality education, gender equality, reduced inequalities, peace, justice, and strong institutions. The main findings signal a possibility to work with the conceptualisation of sustainable development perspectives and SDGs in PETE. PETE educators should be encouraged to critically reflect on what it can mean to include sustainable development perspectives in PETE course syllabi.

Suggested Citation

  • Andreas Fröberg & Suzanne Lundvall, 2022. "Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes," Sustainability, MDPI, vol. 14(10), pages 1-17, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:5955-:d:815331
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    1. Magnus Boström & Erik Andersson & Monika Berg & Karin Gustafsson & Eva Gustavsson & Erik Hysing & Rolf Lidskog & Erik Löfmarck & Maria Ojala & Jan Olsson & Benedict E. Singleton & Sebastian Svenberg &, 2018. "Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach," Sustainability, MDPI, vol. 10(12), pages 1-21, November.
    2. United Nations, 2016. "The Sustainable Development Goals 2016," Working Papers id:11456, eSocialSciences.
    3. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    4. Julia Lohmann & Jennifer Breithecker & Ulrike Ohl & Petra Gieß-Stüber & Hans Peter Brandl-Bredenbeck, 2021. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education," Sustainability, MDPI, vol. 13(23), pages 1-26, December.
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    4. Andreas Fröberg & Petter Wiklander & Suzanne Lundvall, 2022. "Sustainable Development Competencies among More than 1100 Certified Physical Education and Health Teachers in Sweden," IJERPH, MDPI, vol. 19(23), pages 1-14, November.

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