University teachers’ views on the inclusion of curricular sustainability in the training of Physical Education teachers at the University of Zaragoza

Abstract

This study is based on analysing the teaching practices and learning approaches in relation to curricular sustainability of university teachers of Physical Education at the University of Zaragoza. A research with an interpretative or phenomenological approach, with a sample of 15 university teachers (Mage=45.57±9.72, 80% men) from the three campuses: Faculty of Human Sciences and Education of Huesca; Faculty of Social and Human Sciences of Teruel and Faculty of Education of Zaragoza. The information was obtained from three discussion groups organised on each of the campuses. Based on a script of semi-structured questions, a content analysis was carried out using QRS-NVIVO12 software. The results were structured around the relationship or not between Physical Education and Education for Sustainable Development, generating a first debate on the theoretical corpus that surrounds the area and which makes it suitable to include sustainability in it without losing sight of motor behaviour. Its integration in the area was established on the basis of the positive interdependence with different content blocks and Sustainable Development Goals. Finally, among the results, teachers highlight the need for students to be resolute, with a vocation and motivated to change. In addition, the need to work collaboratively and in a network to achieve Education for Sustainable Development in the area of Physical Education.