Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education
Abstract
:1. Introduction
1.1. Context of This Research
1.2. Defining Sustainable Development (SD)
1.3. Education for Sustainable Development (ESD)
- Acquisition of well-founded (scientific) knowledge: Educators should reflect the complexity and controversies in given issues, use strategies to reduce and order complexity (i.e., key concepts), critically evaluate information and show how to cope with uncertain knowledge.
- Highlighting the relevance and implications of an issue for different stakeholders and working out political, social and individual options for action: Educators should explore options for action together with learners from multiple and controversial perspectives without determining concrete guidelines for action or specific behavioral requirements. Teachers must therefore be sensitive when expressing their personal views and convictions and know the limits and power of their influence.
- Using scientific knowledge and value scales for the assessment of a situation and the options for action: Educators should support learners in producing knowledge- and value-based arguments to justify their individual decisions and actions.
1.4. Existing Approaches for Teachers’ ESD-Specific Professional Competence
1.5. Physical Education Teacher Education in the Context of ESD
1.6. Purpose of This Study
- (1)
- What approaches are used to describe ESD-specific teacher competence?
- (2)
- What are the defining attributes of ESD-specific professional teacher competence in the context of ESD?
- (3)
- How may ESD-specific competences be integrated into the professional self of PE teachers?
2. Methods
2.1. Eligibility Criteria
- (i)
- Original papers that clearly define or describe one or more ESD-specific teacher competence(s) (e.g., ESD-specific professional action competence, KSC on the teacher level)
- (ii)
- Papers that refer to ESD as a basic concept, i.e., multidimensional (ecological, social, economic), taking into account local and global development, today and in the future
- (i)
- Papers not covering the definition of single components of the professional competence of teachers in the context of ESD;
- (ii)
- Papers that use existing definitions of ESD-specific teacher competence to support empirical research without furthering, expanding or integrating new ideas to the existing model.
- (iii)
- Papers that only refer to the ecological dimension or strongly focus on the social and cultural dimension while overlooking the multidimensional character of the ESD concept;
- (iv)
- Papers referring to KSC as learning outcomes at the pupils’ level, learning outcomes of higher education in general or competences of academics in higher education or the informal education setting without specifying the profession of teachers;
- (v)
- Book reviews and book synopses; conference reports and readings; editorials and forewords; grey literature and brochures.
2.2. Appraising the Quality of Studies
- Low quality: Competences are listed as a ‘laundry list’ without logical structure and a traceable analytical process. There is no critical examination of the suggested competence model and it is not systematically embedded in relevant literature.
- Medium quality: Competences are described normatively based on the literature and structured within a heuristic or logical model. In most cases, reference is made to relevant literature. However, the literature has not been systematically evaluated and often there is no critical appraisal of the suggested heuristic or model.
- High quality: Some research groups made the effort of structured expert consultation and systematically summarized ESD-specific teacher competences. High quality papers report a logical structure of competences and an analytical process for defining these competences. The suggested competence models are systematically embedded in the literature. In some cases, authors critically examine their own approach.
2.3. Data Analysis
3. Results
3.1. Overview of Review Sample
No. | Authors | Year | Origin | Journal | Search | School Level | Quality Appraisal | Empirical Evidence | Approaches to Define Competence |
---|---|---|---|---|---|---|---|---|---|
[58] | Albareda-Tiana & Alférez-Villarreal | 2016 | Spain | International Journal of Sustainability in Higher Education | db | General | Medium | Case study | CSCT, UNECE |
[59] | Albareda-Tiana et al. | 2018 | Spain | Sustainability | m | Elementary | High | Case study | EDINSOST |
[9] | Albareda-Tiana et al. | 2020 | Spain | Book chapter | m | General | High | No | EDINSOST (orig.) |
[60] | Barth | 2016 | Germany | Beiträge zur Lehrerinnen- und Lehrerbildung | db | Elementary | Medium | No | PAC |
[10] | Bertschy et al. | 2013 | Switzerland | Sustainability | db | Elementary | Medium | No | PAC |
[61] | Cebrián & Junyent | 2015 | Spain | Sustainability | db | Elementary | Low | No | KSC |
[62] | Foley et al. | 2017 | USA | Journal of Education for Sustainable Development | db | Elementary | Medium | Case study | KSC, PAC |
[63] | Fuertes-Camacho et al. | 2019 | Spain | Sustainability | db | Elementary | Medium | Case study | EDINSOST |
[34] | Garcia et al. | 2017 | Spain | International Journal of Sustainability in Higher Education | db | General | Medium | No | UNECE, (CSCT) |
[5] | Hellberg-Rode & Schrüfer | 2016 | Germany | Zeitschrift für Didaktik der Biologie | db | General | High | No | PAC |
[64] | Hoppe et al. | 2020 | Germany | Sustainability | db | Elementary, lower and higher secondary | High | Cross-sectional explorative study | PAC |
[65] | Malandrakis et al. | 2019 | Greece | Journal of Enviornmental Education | db | Elementary | High | Scale validation study | PAC |
[33] | Murphy et al. | 2020 | Ireland | Environmental Education Research | db | Elementary, lower secondary | Medium | Case study | KSC |
[66] | Perry | 2013 | USA | Multicultural Education | db | General | Medium | No | PAC |
[67] | Poza-Vilches et al. | 2019 | Spain | Sustainability | db | Elementary | Low | Case study | KSC |
[68] | Rauch & Steiner | 2013 | Austria | Center for Educational Policy Studies Journal | db | General | Medium | No | CSCT |
[69] | Rosenkränzer et al. | 2017 | Germany | International Journal of Science Education | db | Elementary, lower secondary | High | Intervention study | PAC |
[70] | Rosenkränzer et al. | 2016 | Germany | Higher Education Studies | db | Lower secondary | High | Intervention study | PAC |
[11] | Sleurs | 2008 | Europe | Grey literature | m | General | Medium | No | CSCT (orig.) |
[12] | UNECE | 2012 | Europe | Grey literature | m | General | Low | No | UNECE (orig.) |
[1] | UNESCO | 2017 | Europe | Grey literature | m | General | Low | No | Without framework |
[13] | Vare et al. | 2019 | Europe | Sustainability | m | General | High | No | UNECE |
3.2. Approaches to Defining Competence (RQ1)
- Key sustainability competences (KSC): This is the least specific approach to defining teacher competence in the field of ESD. It means that general KSCs are listed with reference to Rieckmann [2], Wiek [6] or similar publications. KSCs are generally relevant for thinking about and acting towards SD [2]. We classify them as overarching or basic competences everybody should acquire, including teachers, but they are more distal to the specific teaching context. Supplement C gives an overview of how often KSCs were mentioned in the reviewed publications. The KSC approach reflects a broad understanding of the competence construct and lacks specific competences teachers need to master specific teaching situations.
- UNECE: An expert group of UNECE [12] suggested a list of core competences in ESD for educators at all levels of education. The listed competences are clustered around central learning experiences (learning to know, learning to do, learning to live together, learning to be) and reflect a holistic approach to ESD. However, with the broad target group of “all educators” it adopts a rather broad understanding of competence, including overarching KSCs as well as some rather specific competences for the educational context.
- CSCT (Curriculum, Sustainable Development, Competencies, Teacher training): This framework, developed within the ENSI network (Environment and School Initiatives, www.ensi.org (accessed on: 30 October 2021)) [11] and adopted by Rauch and Steiner [68], conceptualizes the teacher as an individual who is in a dynamic relationship with her or his students, colleagues and the broader society. It is a profession-specific approach relating to schoolteachers. However, it is “not based on individuals, but on a group whose members pool their competencies (sic.) for ESD in specific projects or issues and act as a team” [68] (p. 16). Due to its complex nature, it lacks clarification regarding specific competences necessary for planning and implementing concrete learning situations by individual teachers [10].
- EDINSOST (Education and Social Innovation for Sustainability): This competence map of sustainability for education degrees was developed in three phases with stakeholders from several Spanish universities [9]. It is a combination of four generic and cross-curricular sustainability competences and three levels of competence acquisition. The EDINSOST competence map is based on a rather narrow understanding of competence, i.e., it is designed specifically for (prospective) teachers. However, subcomponents often focus on the socio-ecological effect of educational activities rather than on specific knowledge and abilities that the teacher needs to design those activities.
- PAC (generic model of professional action competence): This approach refers to a model that is very well supported theoretically and empirically in several domains [32]. Papers that use this approach reflect a rather narrow understanding of competence, i.e., a profession-specific (schoolteachers) and domain-specific (ESD) understanding. Some papers taking this approach offer normative proposals, differentiating and describing single subcomponents of ESD-specific PAC (e.g., [10,66]). Others set out to operationalize and empirically investigate specific subcomponents, e.g., diagnostic skills in the context of ESD [64] or PCK for fostering systems [69,70].
3.3. Synthesis of ESD-Specific Professional Action Competence (RQ2)
3.3.1. Content Knowledge (CK)
- (a)
- Sustainability knowledge
- (b)
- Understanding of systems and their dynamics
- (c)
- Understanding of the concept of sustainable development
- (d)
- Knowledge of values and emotions in the context of sustainable development
3.3.2. Pedagogical Content Knowledge (PCK)
- (a)
- Knowledge of ESD-specific teaching principles
- (b)
- Knowledge of specific ESD methods
- (c)
- Knowledge of assessment in the context of ESD
- (d)
- Knowledge of students’ thinking relating to SD
- (e)
- Knowledge of curriculum and resources
3.4. Institutional Context Knowledge (ICK)
- (a)
- Fostering institutional change
- (b)
- Cooperation and communication
- (c)
- Estimating the socio-ecological impact of education
- (d)
- Sustainable use of resources in the educational context
3.4.1. Beliefs and Values
- (a)
- Subjective theory and attitude towards SD
- (b)
- Subjective theory and attitude towards ESD
- (c)
- Epistemological beliefs about knowledge
- (d)
- Self-perception and self-reflection
3.4.2. Motivational Orientations
- (a)
- Self-efficacy for teaching ESD
- (b)
- Intrinsic motivation and enthusiasm
3.4.3. Self-Regulation
4. Discussion
4.1. Approaches to Define ESD-Specific Professional Action Competence (RQ 1)
4.2. ESD-Specific Professional Action Competence (RQ2)
4.3. Integration of ESD-Specific Professional Competence in a PE Teacher’s Professional Self (RQ3)
4.4. Limitations and Future Perspectives
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
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Content Knowledge (CK)—Subcategories | Example Quotes (Reference/Page) | References |
---|---|---|
Sustainability knowledge
| “take disciplinary, interdisciplinary and transdisciplinary perspectives on issues of global change and their local manifestations” ([1]/52) “knowledge of socially discussed problem-solving approaches and strategies” ([5]/21) “ability to recognize conflicts of goals and interests of agents in a field relevant to ESD” ([10]/4) “Teachers should be able to focus on understanding the concept of European citizenship, including the rights and responsibilities it confers.” ([11]/55) | [1,5,10,11,12,34,58,60,62,63,65,69,70] |
Understanding of systems and their behavior
| “Basic knowledge about systems is required if one is to understand global challenges such as climate change. Dealing with complex ‘wicked problems’ requires a critical understanding of the relationship between environmental and social systems and the ability to see connections between components and patterns across temporal and spatial domains…to recognize… that here may be implications for our actions which are not foreseen” ([13]/10) “distinguish static knowledge about ecological facts and concepts and principles that apply within systems sciences (declarative knowledge) from procedural knowledge, which contains actions or manipulations that are valid within the systems sciences” ([70]/158–159) | [5,9,11,12,13,34,59,68,69,70] |
Understanding of the concept of SD
| “knowledge of the concept of ‘sustainable development’ with its basic dimensions and principles… sustainability triangle/rectangle as a basic structuring principle” ([5]/21) “That sustainable development is an evolving concept” (20/14) “The teacher knows… the most relevant national and international policy documents relating to SD and ESD” ([11]/48) | [1,5,9,11,12,59,65,66,68] |
Knowledge about values and emotions in the context of SD
| Understanding of concepts like “individualism, mechanism, progress, rationalism, …and how they become taken-for-granted views of the world and practices by which we live” ([66]/50) “The educator should be aware… of the impact of emotions on perceptions, judgements, decisions and actions” ([34]/781). | [5,11,13,34,66] |
Pedagogical Content Knowledge (PCK)—Subcategories | Example Quotes (Reference/Page) | References |
---|---|---|
Knowledge of ESD-specific teaching principles
| “Ability to develop and provide efficient learning opportunities concerning the qualification for participation” ([10]/4) “The educator must help students to clarify their own worldview and that of others through dialogue and recognize that there are different strategies” ([34]/780) “The teachers focus on the action-orientation and contextualisation of the contents.” ([68]/18) “The teacher is able to helping learners develop critical understandings of sustainable development.” ([11]/55) “This requires educators to expose their learners to ethical dilemmas and leading them to think deeply about them” ([13]/12) | [1,5,9,10,11,12,13,34,59,60,61,63,64,65,68] |
Knowledge of ESD-specific methods, e.g.,
| “use appropriate teaching methods for EE/ES (e.g., field trips, problem solving, etc.)” ([65]/appendix, p. 3) “repertoire of ESD-specific methods (e.g., simulation models, role play, case studies,…)” ([5]/23) | [5,11,13,34,65,68,69,70] |
Knowledge of assessment in the context of ESD
| “involve more than a measurement of knowledge of sustainability concepts gained. Rather, it would require a long-term demonstration of applied understanding of knowledge of sustainability in multiple contexts. However, shorter-term forms of assessment including projects and portfolios could be effectively used to measure student learning of sustainability concepts and enactment of related practices” ([66]/50) | [1,5,34,64,65,66,68] |
Knowledge of students‘ thinking related to SD
| “To be able to encourage students to reconstruct their alternative conceptions about ecological concepts towards valid scientific conceptions, teachers should link their instruction directly to their students’ pre-existing conceptions” ([64]/2) | [11,12,34,64,65,66,68,69,70] |
Knowledge of curriculum and resources
| “Ability to choose possible teaching topics and to evaluate their aptitude for ESD regarding their economic, ecological, social and cultural design as well as their relevance for sustainability” ([10]/4) “teachers must be familiarized with these resources and guided in reflection on how they can be incorporated into the adopted curriculum of their states and local districts.” ([66]/50) | [1,9,10,11,58,59,63,65,66,68,69,70] |
Institutional Context Knowledge (ICK)—Subcategories | Example Quotes (Reference/Page) | References |
---|---|---|
Fostering institutional change
| “Act as a change agent in a process of organizational learning that advances their school towards sustainable development” ([1]/52) “Challenge unsustainable practices across educational systems, including at the institutional level” ([12]/14) | [1,11,12] |
Cooperation and communication
| “Communicating is an ability without which all other areas are inconceivable.” ([68]/20) “Within the institutional and societal settings, teachers must look for cooperation partners within and outside of their own institutions. While these are skills teachers generally need, they are paramount in the complex ESD setting.” ([68]/17) “The educator is able to connect with the students and get them to participate in their local and global spheres of influence” ([34]/779). | [1,5,11,12,13,34,60,66,68] |
Knowledge of socio-ecological impact of education
| “Knows how to develop educational actions that mitigate negative socio-environmental impacts” ([9]/202) | [9,59,63,65] |
Sustainable use of resources in the educational setting
| Understands and integrates the ethical principles of sustainable consumption in his/her actions, considering nature as a good in itself and transmitting the importance of education for a change in the relationship between human beings and the socio-cultural environment” ([63]/766) | [63] |
Beliefs and Values—Subcategories | Example (Reference/Page) | References |
---|---|---|
Subjective theory of and attitude towards SD
| “Acknowledgement of the importance of the regulative idea of SD as a task and a challenge for society as a whole” ([10]/5076) “The educator is able to work from the perspective of uncertainty as an ethical, social and political attitude” ([34]/781) “learning that each person can help improve human development” ([58]/723) | [1,10,11,12,34,58,66,68] |
Subjective theory of and attitude towards ESD
| “Acknowledgement of the role of education as a resource for the tackling of this societal task” ([10]/5076) “awareness that we currently educate students to reproduce [the] cultural crisis” ([66]/49) “Reflect on the relationship of formal, non-formal and informal learning for sustainable development, and apply this knowledge in their own professional work” ([1]/52) | [1,9,10,11,12,34,59,63,66] |
Epistemological beliefs about knowledge
| “The educator… knows the importance of scientific evidence in supporting sustainable development” ([12]/14) “becoming aware that knowledge is culture and value driven; tackling the uncertainty, preliminarity and contradictions of such knowledge” ([68]/17). “The educator… is inclusive of different disciplines, cultures and perspectives, including indigenous knowledge and worldviews” ([12]/14). “The goal of an educator is to help learners to process new knowledge explicitly and not to simply be exposed to information about the world.” ([13]/11) | [1,11,12,34,68] |
Self-perception/self-reflection
| “The educator is… a facilitator and participant in the learning process” ([12]/14) “be able to share the responsibility for the teaching process with learners” ([11]/73) “Teachers have to be aware of the impact of emotions on perception, judgement, decisions and acting in their own lives and the lives of their students and to take account of this in the way they teach ([11]/67) “critically analyses and assesses the consequences his/her […] professional actions may have […] on promoting sustainable human development” ([59]/5) | [5,9,11,13,34,58,59,61] |
Category | Example (Reference/Page) | References |
---|---|---|
Motivational Orientations | ||
Self-efficacy for teaching ESD Subdimensions: self-efficacy to…
| Confidence to “develop students’ VALUES related to sustainable development (e.g., equity, justice, democracy, solidarity, respect to difference)” ([65]/appendix p. 2) | [65] |
Intrinsic motivation and enthusiasm
| “The educator… is willing to challenge assumptions underlying unsustainable practice; … is willing to take action even in situations of uncertainty” ([12]/14) “reasons and motivations to develop projects related to sustainability and social responsibility” ([58]/723). “The educator… encourages individuals to become active agents for change” ([34]/780) and “to develop a critical and active society” ([34]/781). “Instead of promoting fears and frustration by doomsday rhetoric, they encourage learners in their commitment” ([68]/19) | [11,12,34,58,68] |
Self-regulation | ||
Express and manage one’s emotions and feelings | “Teachers have to be able to use ways and methods to express and manage their emotions and feelings alone and in groups (e.g., conflict management) and use them constructively for improving situations in the school and community (cultural, ecological, social, economic).” ([11]/67) | [11] |
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Lohmann, J.; Breithecker, J.; Ohl, U.; Gieß-Stüber, P.; Brandl-Bredenbeck, H.P. Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education. Sustainability 2021, 13, 13343. https://doi.org/10.3390/su132313343
Lohmann J, Breithecker J, Ohl U, Gieß-Stüber P, Brandl-Bredenbeck HP. Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education. Sustainability. 2021; 13(23):13343. https://doi.org/10.3390/su132313343
Chicago/Turabian StyleLohmann, Julia, Jennifer Breithecker, Ulrike Ohl, Petra Gieß-Stüber, and Hans Peter Brandl-Bredenbeck. 2021. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education" Sustainability 13, no. 23: 13343. https://doi.org/10.3390/su132313343
APA StyleLohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. P. (2021). Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education. Sustainability, 13(23), 13343. https://doi.org/10.3390/su132313343