Evaluation of an educational intervention programme on Education for Sustainable Development in the training of Physical Education teachers

The main objective was to analyse the improvements that Physical Education (PE) teachers experience in their teaching self-efficacy and sustainability awareness after experimenting with an intervention programme. The research had an empirical-analytical approach through a quasi-experimental study with pre- and post-intervention measures. The sample consisted of 55 participants -47.27% female-, with an average age of 22.21±4.02 years, all of them students of the degree in Primary Education, specialising in PE. The instruments used for data collection were the Teachers Self Efficacy Scale for ESD (Malandrakis et al., 2019b) and The Sustainability Consciousness Questionnaire (Gericke et al., 2019). A descriptive analysis of the data was performed and T-Student and Wilcoxon Test were applied for the calculation of statistical significance as appropriate. Finally, effect size and statistical power were calculated. The analysis of self-efficacy revealed statistically significant differences in the four dimensions analysed - values, systems thinking, emotion, action - with systems thinking being one of the best performers. Participants' social awareness in sustainability was the one with the best pre-intervention results. However, it was the one that experienced the smallest range of improvement, in contrast to environmental and economic awareness. Therefore, it can be affirmed that the programme has had a positive impact on the variables studied in the participants, which promotes the need for this type of active and experiential interventions to be developed in the field of PE teacher training.