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

In order to implement education for sustainable development (ESD), teachers from all subjects need be equipped with ESD-specific professional action competence, including physical (PE) teachers. However, the current state of research on approaches defining teacher competence is complex and there little debate what competences PE in particular ESD. The purpose this study make a theoretical contribution clarifying central concepts link discussion subject PE. We conducted systematic literature review following PRISMA guidelines focus normative work about competences. Twenty-two articles 2008 onwards met inclusion criteria. Subsequently, we applied qualitative content analysis based theoretically derived main categories. revealed more nuanced examination categories knowledge beliefs. motivational orientation self-regulation were found have received less attention analyzed papers. PE-specific aspects not reflected reviewed literature. A refined model suggested it demonstrated how might subject-specific discourses perspective