Primary Pre-service Teachers’ Professional Identity Development for Teaching Climate Change

PDF (ελληνικά)
Published: Apr 1, 2025
DOI: https://doi.org/10.12681/codiste.7784
Keywords:
teacher identity pre-service teacher education climate change education climate change competencies
Chara Bitsaki
University of Crete, University of Groningen
https://orcid.org/0000-0001-8952-9207
Lucy Avraamidou
Abstract

Teaching Climate Change requires pre-service teacher education in both the content and the development of professional identity and climate change competencies. This study examines the construction of pre-service teachers' teacher identity for climate change through a 10-week course. Participants developed skills, teaching practices, and perceptions regarding their role as teachers, integrating personal values, experiences, and beliefs. The analysis highlights the interplay between scientific knowledge and personal trajectories in shaping identity, providing valuable insights into teachers' professional development and the teaching of complex problems such as climate change.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions. Studies in Science Education, 50(2), 145–179. https://doi.org/10.1080/03057267.2014.937171
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of colour: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. Portico. https://doi.org/10.1002/tea.20237
Drewes, A., Henderson, J., & Mouza, C. (2017). Professional development design considerations in climate change education: teacher enactment and student learning. International Journal of Science Education, 40(1), 67–89. https://doi.org/10.1080/09500693.2017.1397798
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822. https://doi.org/10.1016/j.stueduc.2019.100822
Hume, A., & Berry, A. (2010). Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education. Research in Science Education, 41(3), 341–355. https://doi.org/10.1007/s11165-010-9168-3
Majid, N., Marston, S., Reed Johnson, J. A., & Happle, A. (2023). Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: A framework for initial teacher education from England, UK. Sustainability, 15(16), 12237. https://doi.org/10.3390/su151612237
Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers’ experiences of STEM integration: Challenges and implications for integrated STEM teacher preparation. International journal of technology and design education, 29(3), 493-512. https://doi.org/10.1007/s10798-018-9440-9
Taurinen, J., Vesterinen, V. M., Veijonaho, S., Siponen, J., Riuttanen, L., & Ruuskanen, T. (2024). Climate change competencies from perspective of Finnish youth. Journal of Youth Studies, 1–20. https://doi.org/10.1080/13676261.2024.2343724