Physical Education Teacher Education in Russia: A Scoping Review

Introduction : This scoping review addresses a critical gap in global physical education teacher education scholarship by systematically mapping research from the overlooked context of the Russian Federation. Method : Following the Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines, the review analyzed 41 empirical studies (2003–2025) sourced from databases (Web of Science, ScienceDirect, ERIC, eLibrary, and CyberLeninka) in English and Russian. Results : The findings reveal a research landscape intensely shaped by national policy mandates and characterized by a dominant quantitative study design (61% of studies). This literature is preservice teacher-centric, shows minimal international collaboration, and is dominated by a focus on competence development (34.1% of studies). Discussion/Conclusion : Russian physical education teacher education research is a distinct, policy-driven endeavor focused on operationalizing competency-based reforms. It contrasts sharply with more introspective and value-oriented international agendas, highlighting a divergent vision for teacher education.