Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training

Abstract

Crisis situations such as the current Covid-19 pandemic are a catalyst for change. This study stresses the need to work towards achieving quality education, and to prepare future teachers in sustainability competencies. The research questions are related to the key competencies necessary to accelerate change and to how to increase awareness and literacy of the SDGs in higher education. A quantitative methodology aimed at improving the training of future teachers who engage in reflective and critical thinking was used. Data were gathered on the level of reflection of students from three Spanish universities. The instrument used, the Reflective Practice Questionnaire, includes concepts defined in the literature related to reflective capacity such as Reflection in Action, Reflection on Action and Reflection with Others. The results of the study provide quantitative data showing a positive impact of reflective practice on future teachers. Education for sustainable development requires participatory methods that motivate and empower students to change their behaviour. Reflective practice must be accompanied by processes of communication and supervision that encourage confidence and the desire to improve. Training future teachers in reflective practice should be a differentiating element to achieve quality education, allowing adaptation to current and future adverse situations.

Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse?

“…Awareness of one's emotions, desires, thoughts, values, assumptions, and behaviors was the most pronounced interpretation given to self-awareness and intrapersonal competency (Frank and Stanszus, 2019;Valley et al, 2020;Brundiers et al, 2021;Frank, 2021;Fuertes-Camacho et al, 2021). Becoming self-aware was not limited to intellectual processes but seemed to be connected with non-cognitive processes.…”

“…In line with many others, Frank and Stanszus (2019) and Frank (2021) highlighted the importance of self-care and emotional resilience but did not connect these abilities directly to the concept of self-awareness. Miguel et al (2020), Valley et al (2020), Brundiers et al (2021), andFuertes-Camacho et al (2021) proposed awareness of one's positionality, or role in local and global community as a part of self-awareness competency. Valley et al (2020) include additionally an aspect of cultural and social awareness, which in their context relates to also understanding one's privileges and how social and cultural background affects how one acts in relation to others.…”

“…Reflection is the most emphasized connection between the interpretations of self-awareness and transformative learning. According to the interpretations, contemplative or reflective practices (Brundiers et al, 2021;Fuertes-Camacho et al, 2021) or self-observation (Frank and Stanszus, 2019) might support the process of becoming self-aware. Similarly, Mezirow (1991) and Taylor (2009) consider that reflection (of content, process, and premises) is necessary for transformation.…”

“…It seems obvious that a deep level self-awareness includes a transformative potential. In the context of sustainability competencies self-awareness includes not only awareness of oneself, but also the aspect of positionality (Miguel et al, 2020;Valley et al, 2020;Brundiers et al, 2021;Fuertes-Camacho et al, 2021) and that of supporting one's agency (Frank and Stanszus, 2019;Miguel et al, 2020;Fuertes-Camacho et al, 2021). Thus, the process of becoming self-aware might result in "new ways of being and acting in the world" (Grocott, 2022, p. 4).…”

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

“…Numerous studies, as well as organisations [ 22 , 23 , 24 ], have indicated the need to provide a high quality of education, being even framed in the Sustainable Development Goals (SDGs) [ 22 ] and defined as the 4th goal in the Sustainable Agenda 2030 [ 23 ]. In this sense, different goals from the Healthy People 2030 [ 24 ] and the SDGs [ 25 ] indicate an imperative to provide inclusive and equitable quality education to promote a healthy environment and life. Moreover, the U.S. Department of Health and Human Services indicated that education could prevent diverse illnesses, such as obesity or hepatitis, the pinnacle of the prevention of the 4th grade [ 26 ].…”