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

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Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9857
Keywords:
teacher identity pre-service teacher education climate change education climate change competencies
Chara Bitsaki
University of Crete
https://orcid.org/0000-0001-8952-9207
Lucy Avraamidou
University of Groningen
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.


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