Abstract
In this study, elementary Teacher Candidates’ perceptions of children’s literature depicting climate change were examined for the purpose of understanding how they view these texts as tools for student learning. Findings suggest that very few Teacher Candidates are “Dismissive” or “Doubtful” about climate change even in a conservative oil-producing US state; instead, most Teacher Candidates were “Concerned”. However, in their qualitative statements, many Teacher Candidates were ambivalent about whether it was possible to educate others about climate change, suggesting a low likelihood that as teachers they will center this topic in the curriculum.
Keywords: Elementary Teacher Candidates (TCs) Children’s literature Climate change education Student learning tools Perceptions of texts Conservative context (oil-producing US state) Concerned vs. dismissive/doubtful Teacher ambivalence Curriculum prioritization Qualitative perspectives
Core Idea: Teacher Candidates’ Concern Coupled with Ambivalence Toward Centering Climate Change in Curriculum
Reference: Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change by Lammert, Catherine Education sciences, 08/2024, Volume 14, Issue 8 In today’s elementary classrooms, students face an uncertain future, standing to inherit a world characterized by environmental unsustaina… Journal Article: Full Text Online