From Sport Didactics to Ecological Change?

Discourses on Practices of Sustainable Development Promotion from the Perspective of Student Teachers Specializing in Physical Education

Abstract

With a scientific interest in education for sustainable development (ESD), this article takes a look at the teaching and learning practices of student teachers in the subject of sport with regard to the promotion of their position as role models. The research examines the praxeological question of whether sustainable action in sports practices turns student teachers into sustainable subjects. The understanding of sustainable development, which was theoretically awakened in a project course and developed through socio-physical movement practices, is empirically explored in the context of future-oriented transformational education against the background of how practices constitutively play into the individual understanding of the world. Discourses on sustainability practices generated in group discussions illustrate how the handling of learning processes plays into the formation of subject positions and how modes of subjectivation lead to the acceptance or rejection of sustainable development promotion in school sport.