Pre-service teachers’ inclusion of climate change education

Abstract

<span>Findings from the study of pre-service teachers’ (PSTs) attitudes to climate change education, knowledge of climate change and potential inclusion in their future teachings are reported in this paper. Using adopted and self-made questionnaire, a sample of 180 pre-service teachers participated in a survey study in the College of Education, University of Nueva Caceres, divided into freshmen and senior year to examine developments in their attitudes to environmental education and their knowledge of climate change. Results showed that their attitudes towards climate change education were low and their climate change science knowledge had not changed. Data on preservice teachers’ sources of information for climate change, their views on essential climate change topics for their future students and their perceptions of gaps in their own training in relation to climate change education were also examined in order to substantiate the survey data. Results show that there is a need to triangulate climate change education not only in the program outcomes but also to the student and faculty development programs. Further results are discussed in this paper.</span>

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“…Instilling awareness and concern for the environment is by educating the importance of caring for the environment (Mithen et al, 2021). Because schools are the main driver of general public awareness about environmental changes such as climate change (Competente, 2019).…”

How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education

“…Given these structural limitations on individual action and capacity to engage with CCE (depending on their cultural norms and value systems), we have underpinned the data analysis in this paper with a Bourdieusien framework, which situates students' capacity to engage with a particular topic according to the cultural expectations (habitus) and value systems within the field of education [27]. (We note engagement capacity may also be affected by curricular content [28], and/or good/poor pedagogical practice [29].) Bourdieu's sociology is an 'almost self-conscious intervention' that explores inter-agentic social relationships within a field and delineates factors affecting actor/group responses to structures [30] (p. 62).…”

How Big is My Carbon Footprint? Understanding Young People's Engagement with Climate Change Education

“…Given these structural limitations on individual action and capacity to engage with CCE (depending on their cultural norms and value systems), we have underpinned the data analysis in this paper with a Bourdieusien framework, which situates students' capacity to engage with a particular topic according to the cultural expectations (habitus) and value systems within the field of education [27]. (We note engagement capacity may also be affected by curricular content [28], and/or good/poor pedagogical practice [29].) Bourdieu's sociology is an 'almost selfconscious intervention' that explores inter-agentic social relationships within a field and delineates factors affecting actor/group responses to structures [30] (p. 62).…”