Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.
Int J Environ Res Public Health. 2022 Sep 15;19(18):11630. doi: 10.3390/ijerph191811630.
In 2019, the United Nations released "Education for Sustainable Development for 2030", emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers' sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers' reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher-student interaction, and personal goal orientation were found to have a significant impact on teachers' reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher-student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers' reflective practice skill as well as providing practical implications for teachers' sustainable learning in educational practice.
2019 年，联合国发布了“2030 年教育可持续发展议程”，强调可持续学习是教育可持续发展的重要组成部分，因为它可以使学习者掌握在各种情况下持续学习所需的知识和技能。为了更好地理解教育背景下教师的可持续学习，本研究采用定量分析和定性分析相结合的综合方法，通过可持续学习教育实践，考察影响教师反思性实践技能的关键因素。共有 349 名教师对调查做出了回应。基于定量结果，选择了 10 名教师进行定性分析。结果表明，教学支持服务、同伴反馈、师生互动和个人目标取向对教师的反思性实践技能有显著影响，这有利于促进可持续学习。有趣的是，教学自我效能感对反思性实践技能的直接影响并未观察到。以下定性研究得出了关于教学支持服务、同伴反馈、师生互动、教学自我效能感和个人目标取向的五个主题。这些主题有助于解释定量分析的结果。所提出模型的研究结果有助于理解影响教师反思性实践技能的机制，并为教育实践中教师的可持续学习提供实践启示。
