Exploring Ecojustice & Environmental Learning through Online Preservice Teacher Education
Abstract This article examines a national online Environmental and Sustainability Education (ESE) course for preservice teachers in Canada. Co-developed by academics, educators, and community members, the course centers indigenization, ecojustice, and place-based learning to ensure equitable ESE access. Using a socio-critical lens and survey data, the authors explore participant experiences and highlight the course’s potential to build […]
Professional development and teacher agency in Mathematics Teacher Education for Sustainability
Abstract The paper shows that teachers do not yet have extensive knowledge of sustainability and the SDGs, which makes it difficult for them to design and implement practices based on this perspective. In addition, with regard to the connection with mathematical education, the great majority of teachers believe it is a necessary link, but that certain obstacles and challenges, […]
Preservice Teacher Professional Development in Education for Sustainable Development
Abstract The book chapter discusses the importance of peer-to-peer exchange in promoting ESD, the need for teacher education programmes to offer creative opportunities and spaces to support effective professional development of prospective teachers, and the potential of a ground-up model of professional development to stimulate students’ interests in ESD. Keywords: Peer-to-peer exchange Education for Sustainable Development […]
Enacting Climate Education in Teacher Preparation and Professional Learning
Abstract The book chapter highlights the importance of addressing emotional responses, providing time for reflection, and legitimizing mental health in climate change education, as well as the need for ongoing professional development and availability of resources for teachers. It also discusses the application of technology and the need for ongoing teacher education and development of […]
Developing Elementary Teachers’ Climate Change Knowledge and Self-efficacy for Teaching Climate Change Using Learning Technologies
Abstract The study looked at elementary teachers’ self-efficacy toward teaching climate change and how interacting with the learning technologies in an online unit supported the development of their self-efficacy over time. Learning technologies can help build teachers’ confidence to teach these complex topics, navigate students’ questions, and facilitate meaningful discussions. Additionally, visualizing potential future scenarios and sustainable […]
Climate Change, Education, Training, and Perception of Pre-Service Teachers
Abstract The paper stresses the need for comprehensive, interdisciplinary approaches to teacher training that foster confidence and competence among educators in educating future generations about sustainability. The authors observed that while teachers have theoretical clarity about the processes, causes, and effects of climate change on contemporary societies, this does not align with their level of practical competence regarding the […]
Supporting Preservice Elementary Teachers in Teaching Science for Equity and Justice: A Practical Framework
Abstract Drawing on four approaches to equity, this article presents a practical framework for helping pre-service elementary teachers work toward equity and justice in their science teaching. It describes how the framework has been used instructionally in an elementary science methods class and discusses the results of a pilot study of 31 preservice elementary teachers’ […]
Climate Activism in K-12 Education Across North America
Abstract The book chapter highlights the impact of political dynamics on educators, underscoring the critical need for clearer guidelines, targeted strategies, and consistent policies to foster a cohesive and effective approach to integrating climate change education into formal education. Within the Canadian context, there is an absence of legislated guidelines providing a framework for integrating […]
Should We…? Embracing justice-oriented climate education in elementary science teacher preparation
Abstract The article focuses on the teachers’ learning, based on the mechanics and teaching of environmental justice, while their collective sensemaking in adapting an elementary science lesson is emphasized as ethical decision-making with members of local community. The article provides ideas and inspiration for teacher preparation programs to integrate and enhance environmental justice connections within […]
A Case Study for Climate Change Teacher Professional Development in West Virginia
Abstract The paper is a case study of West Virginia Climate Change Professional Development (WVCCPD) project. It is a collaboration between physical and social scientists, science communicators, media consultants, social activists, and educators, with the goal of empowering teachers and their students to engage in climate learning and action. The goals of the project are to: (1) […]