Professional Action Competence in Education for Sustainability for Pre-service Physical Education Teachers: A person-centered study
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Conference papersAbstract
Teachers' professional competences in education for sustainability (EfS) are identified as a major vector for its effective implementation in the classroom. In physical education (PE), EfS appears to be an emerging but still immature concern. This exploratory study proposes to identify profiles of professional action competencies in EfS (PACesd) among pre-service PE teachers. 412 future PE teachers completed a translated version of the PACesd-Q questionnaire (32 items). Analyses including descriptive statistics, correlation between PACesd-Q factors and latent profile analyses were carried out. The results revealed four statistically distinct profiles of teachers with regard to their PACesd, ranging from very high to low levels. All PACesd-Q factors (as well as the level of importance given to EfS) were highly correlated. The results also showed significant gender differences in PACesd (in favor of women). This study provides an initial overview of the PACesd of pre-service PE teachers. It provides theoretical and practical perspectives for developing EfS in the initial training of PE teachers.
