Integrating Sustainable Development Within Physical Education Teacher Education Courses: A Professional Learning Project
Bibliographic record
Abstract
Abstract The study explored physical education teacher educators’ (PETE educators) perspectives on integrating sustainable development (SD) imperatives within PETE courses. Nine PETE educators participated in a nine-month professional learning project featuring six workshops and seminars promoting reflection, peer discussion and dialogic encounters. The PETE educators designed pedagogical interventions based on their teaching practices, selecting teaching units where SD perspectives could be integrated. Data included intervention papers, audio-recorded sessions and logbooks, analysed descriptively and thematically. The proposed interventions focused on inclusion, equality and lifelong physical activity, and typically included lectures, seminars, student-centred teaching, reflections and assignments. Challenges included contextualising SD in PETE, framing SD goals, integrating SD content and addressing its normative nature. The study offers insights into the potential of integrating SD perspectives in PETE, highlights associated challenges, and calls for further research to bridge theory and practice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".