The burden of bad news: educators’ experiences of navigating climate change education-Reference-Cited by-同舟云学术

The burden of bad news: educators’ experiences of navigating climate change education

Published:2023-07-23 Issue:11 Volume:29 Page:1678-1691
ISSN:1350-4622
Container-title:Environmental Education Research
language:en
Short-container-title:Environmental Education Research

Author:

Beasy Kim¹^ORCID,Jones Charlotte²^ORCID,Kelly Rachel³⁴^ORCID,Lucas Chloe²³^ORCID,Mocatta Gabi⁵⁶^ORCID,Pecl Gretta³⁴^ORCID,Yildiz Deniz²

Affiliation:

1. School of Education, University of Tasmania, Hobart, Australia

2. School of Geography, Planning, and Spatial Sciences, University of Tasmania, Hobart, Australia

3. Centre for Marine Socioecology, University of Tasmania, Hobart, Australia

4. Institute for Marine and Antarctic Studies, Hobart, Australia

5. Climate Futures, University of Tasmania, Hobart, Australia

6. School of Communication and Creative Arts, Deakin University, Melbourne, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13504622.2023.2238136

Reference67 articles.

1. Almeida S. C. 2013. “Environmental Education in a Climate of Reform: Understanding Teacher Educators’ Experiences.” Unpublished doctoral thesis Monash University Melbourne Australia.

2. Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

3. Anchondo C. 2019. “A Lukewarm Response to Climate Change: Across Texas Teachers Face Obstacles to Covering a Politicized Subject in Their Classrooms.” Masters Diss. University of Texas.

4. Qualitative Research in Education

5. Australian Government Department of Industry Science Energy and Resources. 2021. Australia’s nationally determined contribution communication 2021.

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