Digital technology and environmental sustainability in physical education and physical education teacher education: The enactment of societal movements in educational contexts

Abstract in English

This thesis explores perceptions and implementation of Digital Technology (DT) and Environmental Sustainability (ES) in Physical Education (PE) and Physical Education Teacher Education (PETE) in Sweden. The aim is to explore how DT and ES are perceived, recontextualised, and enacted within PE and PETE. Research indicates increasing interest in integrating DT and ES in PE and PETE, highlighting benefits and challenges. The use of DT requires PE teachers to be skilled, yet many PETE students feel unprepared due to insufficient practice and mentorship. Research on ES, though limited, suggests potential development avenues, with outdoor education being a key platform and challenges with integration into PE and PETE. PETE curricula often lack explicit sustainability links, despite its recognised importance.

A mixed-methods approach, including questionnaires, observations, and interviews, was used to investigate attitudes and perceptions of PE teachers, PETE students, and PETE educators. Bernstein’s theory of the pedagogic device was employed to understand how knowledge is recontextualised from universities to schools.

Findings indicate varied perceptions of DT and ES among PE teachers. DT is often seen as a specific content area, while ES is viewed more holistically, leading to ambiguity and less concrete implementation. Enthusiasm for DT integration exists, but there is a lack of preparedness and practical guidance for PETE students and PETE educators. ES faces challenges in clarity and practical application, with outdoor education identified as a key area for integration into PE and PETE. However, ES implementation is limited by a lack of explicit guidelines and the overshadowing of theoretical content.

The thesis highlights the need for clearer guidelines and a structured approach to integrating DT and ES in PE and PETE. Regulative and instructional discourses shape the pedagogical discourse, influencing content selection and perception.