Teacher agency in using students’ questions in climate change education

Author:

Sihvonen Pilvi12ORCID,Herranen Jaana34ORCID,Uusi-Äijö Veera35ORCID,Aksela Maija3ORCID

Affiliation:

1. LUMA Science Helsinki & Institute for Atmospheric and Earth System Research INAR/Physics, University of Helsinki, Helsinki, FINLAND

2. Heinola Upper Secondary School, Heinola, FINLAND

3. LUMA Science Helsinki, Department of Chemistry, University of Helsinki, Helsinki, FINLAND

4. Ressu Upper Secondary School, Helsinki, FINLAND

5. Pakila Comprehensive School, Upper Stage, FINLAND

Abstract

This study investigates teacher agency when teaching about climate change (CC) using a question-based approach. The study was implemented as part of an international project in which teachers’ CC teaching was supported by teacher educators. Teacher agency was studied using semi-structured interviews, which were coded using theory-based content analysis. The study demonstrates that all theory-based agency factors can be identified using this data. In addition, teacher agency was shown to be affected by (a) teachers’ background, especially their sustainability and environment-related background, (b) cultural interaction, (c) the learning environment, (d) discourses in society, and (e) teachers’ thoughts regarding useful principles of CC teaching. We suggest that teacher education should support teachers and schools in the collaborative planning of challenging topics, such as CC. In addition, as teachers possess valuable knowledge and ideas on CC teaching, they should be participating in curriculum planning.

Publisher

Modestum Ltd

Subject

General Engineering,General Environmental Science,Education

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs;LUMAT: International Journal on Math, Science and Technology Education;2024-02-22

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