Abstract
This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers’ professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences.
Highlights
This study proposes applying the rationality of cooperation and identity construction through structured, semi-structured, and non-structured instructional cooperative physical challenges that progressively and effectively favor the essential components of cooperative learning and the intrapersonal construction of professional identity for pre-service physical education teachers
The identity mean score increased with the instructional approach, with F > Fcr in all cases (Table 4). These results indicated that the mean score between instructional approaches were significantly different for each identity (Table 4)
The pre-service students were generally motivated towards implementing cooperative physical challenges in physical education classes in the schools, especially in the creative aspect of designing and implementing the physical challenges, since this implied considering others and coordinating the skills of group members to overcome individual limitations
Summary
Higher Education Institutions should transfer sustainability competences to the teaching profession by developing curricula competences in education for sustainability, linking sustainability to both student learning and in-practice teaching [2,5]. It entails promoting student interaction and fostering relationships in socialization and learning [7,8,9]. How students understand what they know and how they are progressing as they develop their knowledge through reconsidering what they learn in practice [11] is a fundamental element of sustainable education
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