Education and Professionalization of Physical Education Teachers: Research Trends and Developments in German-Language Literature in Relation to Anglophone Perspectives

Introduction: This paper presents a scoping review of empirical German-language research concerning the professionalization of Physical Education Teachers (PETs) and Physical Education Teacher Education (PETE). This paper provides detailed insight into research activities in the field and gives recommendations for further research. It points out possible thematic, methodical and theoretical commonalities and divergences between German-speaking and international/Anglophone discourses, as well as shared challenges for future research. Methods: Using a scoping review methodology, the original framework was adjusted and extended to fit the needs of a transparent and substantiated inductive approach to thematic mapping. Based on a definition of research on PETE, we formulated inclusion and exclusion criteria and manually searched articles in six periodical German-language journals and conference proceedings. 160 empirical articles from the period 2010 to 2018 were selected. First, they were analyzed and charted in two stages. In a descriptive analysis following a deductive approach, the research field was mapped along with the categories chronological--numerical development, methods, samples, participants, authorship, and theoretical frameworks. In a thematic synthesis process following an inductive paradigm, a two-dimensional categorization system was developed along which the articles were charted. This system not only enables reporting about numerical findings but also provides information about the nature and interrelation of research domains and topics. Second, Anglophone literature reviews and handbook articles served as a point of reference to compare and discuss results from the German language to the Anglophone discourse. Special attention was given to thematic comparisons concerning similar and differing research trends and challenges. Results: The review shows research foci and identifiable gaps in accordance with present developments in educational policy as well as a significant increase in numerical output in the evaluated time period. While research on particular phases and moments of PETE gathered substantial insights, results especially regarding the understanding of long-term, biographical, professional developments of PETs are lacking in both research fields. To better understand long-term educational developments of PETs and how they are influenced remains the main challenge for future research. While German-language and Anglophone research cultures both come from their own historical, theoretical and methodological traditions, several attempts to open discourses concerning theoretical frameworks, methodological developments and research foci were revealed. One example is the development of qualitative methods to research implicit orientations and constructs, which originate from a shared qualitative history. This can potentially lead to a better understanding of educational processes and how these implicit constructs effect teaching. Discussion and conclusion: With finding and outlining commonalities and divergences between German-language and Anglophone research, this review provides a basis and status quo outlining possibilities for further research, cooperation and exchange. Moreover, similar trends and challenges were identified on a meta-level. Especially concerning theoretical backgrounds and methodical developments, the different research communities can further mutually improve each other and should enhance interaction and exchange. The results outline several possibilities for mutual enrichment.