Addressing Climate Change Anomie in Teacher Education

Authors

Teresa Anne Fowler, Concordia University of EdmontonFollow

Keywords

climate change, anthropocene, preservice teacher education, science education, critical discourse analysis

Abstract

This research project sought to understand how preservice teachers explore their relationship with Science and confidence in teaching about climate change in Science education amid a culture of denial regarding the impact of the climate crisis. Using data from three cohorts of students in an elementary Science methods course, this paper shares the context of climate change acceptance in the province of Alberta, Canada, the fossil fuel economic hub of Canada, and how using Journell’s framework for controversial issues alongside a critical energy literacy framework using inquiry, supported preservice teachers to address their hesitancy in Science classrooms to engage with climate change education. Science education also needs to shift as our energy and economies need to shift in response to the climate crisis. Preservice teachers, therefore, need to be supported in this transition by better understanding their relationship with Science and how to respond to the climate crisis within regions that do not necessarily support renewable or sustainable forms of energy, such as Alberta, Canada.

DOI

10.15760/nwjte.2024.19.1.4

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/41744

Recommended Citation

Fowler, Teresa Anne (2024) "Addressing Climate Change Anomie in Teacher Education," Northwest Journal of Teacher Education: Vol. 19 : Iss. 1 , Article 4.
DOI: https://doi.org/10.15760/nwjte.2024.19.1.4