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{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,3,14]],"date-time":"2023-03-14T04:23:29Z","timestamp":1678767809873},"reference-count":43,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2022,11,8]],"date-time":"2022-11-08T00:00:00Z","timestamp":1667865600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJSHE"],"published-print":{"date-parts":[[2023,3,15]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from <jats:italic>N<\/jats:italic> = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>To the best of the authors\u2019 knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/ijshe-06-2022-0186","type":"journal-article","created":{"date-parts":[[2022,11,4]],"date-time":"2022-11-04T13:53:51Z","timestamp":1667570031000},"page":"877-894","source":"Crossref","is-referenced-by-count":0,"title":["Physical education teacher educators\u2019 subjective theories about sustainability and education for sustainable development"],"prefix":"10.1108","volume":"24","author":[{"given":"Julia","family":"Lohmann","sequence":"first","affiliation":[]},{"given":"Antje","family":"Goller","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2022,11,8]]},"reference":[{"issue":"6","key":"key2023031314260913000_ref001","doi-asserted-by":"publisher","first-page":"814","DOI":"10.1080\/13504622.2013.833594","article-title":"Measuring student teachers\u2019 understandings and self-awareness of sustainability","volume":"20","year":"2014","journal-title":"Environmental Education Research"},{"key":"key2023031314260913000_ref002","first-page":"211","article-title":"Rational choice and beyond: handlungsorientierende Kompetenzen f\u00fcr den Umgang mit faktischer und ethischer Komplexit\u00e4t [Rational choice and beyond: action oriented competencies for dealing with factual and ethical comp
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