Abstract
The authors conceptualize a pre-service teacher education framework for climate change and sustainability education (CCSE). It includes aspects such as teacher positionality, climate justice, and climate action. The framework’s learning outcomes are aligned to pedagogical content knowledge, attitudes, values, behaviours, competencies, and capabilities. Some problems which authors address that climate education continues to be seen as subject-specific, mainly appearing in geography and science without meaningful connections made across the curriculum provision. CCSE work needs to be driven by individual values and actions, hence, how preservice teachers see themselves and the actions they take on a day-to-day level; thus, the values that drive these actions make up part of the competences and capabilities in their toolkit to teach CCSE.
Keywords: Pre-service teacher education Climate change and sustainability education (CCSE) Teacher positionality Climate justice Climate action Pedagogical content knowledge Attitudes, values, behaviors Competencies and capabilities Curriculum integration challenges Subject-specific limitations (geography, science) Cross-curricular connections Values-driven teaching Teacher identity and agency Daily actions influencing CCSE teaching
Core Idea: Values-Driven Pre-Service Teacher Education for Integrated Climate Change and Sustainability Instruction
Reference: Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK by Majid, Nasreen; Marston, Sarah; Reed Johnson, Jo Anna; Happle, Andrew Sustainability, 08/2023, Volume 15, Issue 16 Climate Change and Sustainability Education (CCSE) has been gaining prominence with the imminent climate emergency humanity is facing. Thi… Journal Article: Full Text Online