Climate change professional development approaches ‘MADE CLEAR’

Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies

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TEACHING CLIMATE CHANGE: AN INTERDISCIPLINARY APPROACH TO K-12 TEACHER PROFESSIONAL DEVELOPMENT

10.1130/abs/2020se-344769 ◽

2020 ◽

Author(s):

Lori Weeden ◽

Keyword(s):

Climate Change ◽

Professional Development ◽

Teacher Professional Development ◽

Interdisciplinary Approach ◽

Teacher Professional ◽

K 12

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An investigation of the ways in which public health nutrition policy and practices can address climate change

Public Health Nutrition ◽

10.1017/s1368980009990334 ◽

2009 ◽

Vol 13 (3) ◽

pp. 304-313 ◽

Cited By ~ 16

Author(s):

Heidi Sulda ◽

John Coveney ◽

Michael Bentley

Keyword(s):

Public Health ◽

Climate Change ◽

Professional Development ◽

South Australia ◽

Public Health Nutrition ◽

Address Climate Change ◽

Key Informants ◽

The Public ◽

Professional Recognition ◽

Organisational Support

AbstractObjectiveTo develop a framework to guide action in the public health nutrition workforce to develop policies and practices addressing factors contributing to climate change.DesignAction/consultative research.SettingInterviews – South Australia, questionnaire – Australia.SubjectsInterviews – key informants (n 6) were from various government, academic and non-government positions, invited through email. Questionnaire – participants were members of the public health nutrition workforce (n 186), recruited to the study through emails from public health nutrition contacts for each State in Australia (with the exception of South Australia).ResultsSupport by participants for climate change as a valid role for dietitians and nutritionists was high (78 %). However, climate change was ranked low against other public health nutrition priorities. Support of participants to conduct programmes to address climate change from professional and work organisations was low. The final framework developed included elements of advocacy/lobbying, policy, professional recognition/support, organisational support, knowledge/skills, partnerships and programmes.ConclusionsThis research demonstrates a need for public health nutrition to address climate change, which requires support by organisations, policy, improved knowledge and increased professional development opportunities.

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Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

Journal of Science Teacher Education ◽

10.1007/s10972-016-9456-5 ◽

2016 ◽

Vol 27 (3) ◽

pp. 235-258 ◽

Cited By ~ 10

Author(s):

Nicole A. Shea ◽

Chrystalla Mouza ◽

Andrea Drewes

Keyword(s):

Climate Change ◽

Professional Development ◽

Teacher Learning ◽

Student Beliefs

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Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education

Education and Climate Change - International Explorations in Outdoor and Environmental Education ◽

10.1007/978-3-030-57927-2_3 ◽

2020 ◽

pp. 85-112

Author(s):

Lina Lopez Lalinde ◽

Carrie Maierhofer

Keyword(s):

Climate Change ◽

Professional Development ◽

Natural Hazards ◽

Community Partnerships ◽

Shared Responsibility ◽

Climate Change Education ◽

Climate Action ◽

Pilot School ◽

Leadership Curriculum ◽

K 12

AbstractGuatemala is a country particularly susceptible to the effects of climate change. Residents of the country are increasingly experiencing frequent natural hazards, witnessing rising temperatures, and grappling with maintaining sources of income and nutrition. For these and other reasons, it is crucial that Guatemalans have access to effective climate change education in order to be equipped with the skills and knowledge necessary to appropriately adapt to and mitigate the effects of climate change in their communities. With Atitlán Multicultural Academy, a K-12 school located in Guatemala’s Western Highlands, as our pilot school, we have created the blueprint for a region-specific guidebook focused on incorporating the spirit of climate action into the areas of leadership, curriculum, community partnerships, and professional development within the school. It is our hope that this guidebook can continually be adjusted and made relevant for schools around the globe as they work to create a culture of shared responsibility for climate action.

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