Preparing Future K-12 Teachers for Comprehensive Climate Change Education

Comprehensive interdisciplinary education about climate change has become more prevalent in K-12 settings over recent years, and can serve as a key strategy for mitigation of and adaptation to its impacts. In order to engage in effective climate change teaching and learning, teachers must be prepared with the necessary skills and knowledge to do so effectively. This study takes place at a School of Education within an institution of higher education in New Jersey, which adopted learning standards that integrate climate change across subjects and grade levels. Researchers developed a three-module sequence of professional learning focused on teaching about climate change, designed to prepare a broad range of educators to engage in climate change teaching and learning. A pilot study of preservice teachers enrolled in licensure programs from across the institution participated in these modules and shared their experiences via survey responses, lesson plan samples, and focus group discussions. Findings from across the dataset demonstrate that preservice teachers who engaged in the pilot study built confidence in their ability to teach about climate change and the requisite skills and knowledge to do so effectively. This suggests that purposeful attention to preservice teacher preparation supports widespread adoption of climate change instruction in K-12 settings.