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

M. Teresa Fuertes-Camacho, Carles Dulsat-Ortiz and Isabel Álvarez-Cánovas
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M. Teresa Fuertes-Camacho: Faculty of Educational Sciences, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
Carles Dulsat-Ortiz: Faculty of Humanities and Social Sciences, Universidad Isabel I, 09003 Burgos, Spain
Isabel Álvarez-Cánovas: Department of Educational Theories and Social Pedagogy, Universitat Autònoma de Barcelona, 08193 Bellaterra, Spain

Sustainability, 2021, vol. 13, issue 11, 1-19

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.

Keywords: Covid-19; sustainable development goals (SDGs); quality education (SDG 4); education for sustainable development (ESD); reflective practice questionnaire (RPQ); critical and reflective thinking; self-awareness; sustainable competencies; pre-service teacher training (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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