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Exploring the Key Influencing Factors on Teachers' Reflective Practice Skill for Sustainable Learning: A Mixed

Zengzhao Chen1, Rong Chen1

  • 1Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.

International Journal of Environmental Research and Public Health
|September 23, 2022
PubMed
Summary

Teachers' reflective practice skills are significantly influenced by support services, peer feedback, student interaction, and personal goals, crucial for sustainable learning. Pedagogical self-efficacy did not directly impact this skill in the study.

Keywords:
pedagogical self-efficacypersonal goal-orientedreflective practicesustainable learningteacher educationteaching support service

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Area of Science:

  • Education
  • Educational Psychology
  • Sustainable Development

Background:

  • The UN's 2019 "Education for Sustainable Development for 2030" highlights sustainable learning.
  • Sustainable learning equips learners with adaptive knowledge and skills.
  • Understanding teachers' sustainable learning is vital for educational practice.

Purpose of the Study:

  • To examine factors influencing teachers' reflective practice skills in sustainable learning.
  • To investigate the relationship between teaching support, peer feedback, teacher-student interaction, personal goals, pedagogical self-efficacy, and reflective practice.
  • To provide insights into enhancing teachers' sustainable learning.

Main Methods:

  • A mixed-methods approach combining quantitative and qualitative analysis.
  • Survey distributed to 349 teachers.
  • In-depth interviews with 10 selected teachers.

Main Results:

  • Teaching support, peer feedback, teacher-student interaction, and personal goal orientation significantly impacted reflective practice skills.
  • Pedagogical self-efficacy showed no direct influence on reflective practice skills.
  • Qualitative analysis elucidated the quantitative findings on key influencing factors.

Conclusions:

  • Supportive teaching environments, collaborative feedback, positive student interactions, and clear personal goals enhance teachers' reflective practice.
  • These factors are crucial for promoting teachers' sustainable learning.
  • The study offers a model for understanding and improving reflective practice in educational settings.