Abstract
The paper explores the ways in which trainee secondary school geography teachers develop their professional identity in the context of ESE. Teachers share and value their own and their students’ stories of and personal connections with the environment, and seek to enable young people to bring about change to their lives and communities. Authors suggest exploring and reflecting upon geography pedagogies from higher education settings that use ‘futuring’ approaches, or where knowledge is coupled with ‘the active imagination of the future’ as an approach to teaching seemingly intractable issues, such as climate change.
Keywords: Trainee secondary school geography teachers Professional identity development Education for Sustainable Education (ESE) Personal and student environmental stories Student agency and community change Geography pedagogies Higher education practices Futuring approaches Active imagination of the future Teaching complex climate issues
Core Idea: Developing Geography Teacher Identity Through Futuring and Story-Based Approaches in Climate Education
Reference: Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers by Rushton, Elizabeth A. C. Sustainability, 05/2021, Volume 13, Issue 9 Geography teachers have an important role within environmental education and, in England, are developing their professional identities at … Journal Article: Full Text Online