Teacher orientations in climate change education
Bibliographic Data
| ID | 12524932 |
|---|---|
| Authors | T T Favier (0000-0001-5566-3512, Utrecht University, Utrecht, the Netherlands, corresponding author), Yaël Duindam (0009-0005-9450-2339, Utrecht University, Utrecht, the Netherlands), Bjorn Wansink (0000-0002-5486-5793, Utrecht University, Utrecht, the Netherlands), Tine Béneker (0000-0001-5110-5003, Utrecht University, Utrecht, the Netherlands) |
| Year | 2024 |
| Volume | 30 |
| Issue | 11 |
| Pages | 1913-1948 |
| Publication date | 2024-04-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2024.2341173 |
| OpenAlex | W4394813346 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teachers generally found knowledge important as a basis for forming an opinion or making decisions. Many wanted to make students aware that anthropogenic climate change is a fact, as they saw it as a settled issue. However, teachers varied in their opinions regarding sustainable values and behaviour. One teacher advocated sustainable values, while five only wanted to stimulate sustainable behaviour by steering indirectly. The majority focused on well-considered behaviour, but many teachers still provided incentives. Beliefs about the neutrality of education played a major role
Attitude change · Climate change · Economics · Environmental education · Incentive · Neutrality · Pedagogy · Political science · Position (finance · Sociology · Teacher education · Transformative learning · Educator Training and Historical Pedagogy · Environmental Education and Sustainability · Global Education and Multiculturalism · Psychology · Ecology
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Learning for a Change
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Climate Change Education in the Context of Education for Sustainable Development
Globalization and environmental education
Transformative learning in the field of sustainability
A cross-country comparison of climate change in middle school science and geography curricula
School strikers enacting politics for climate justice
Geography Teachers’ Pedagogical Content Knowledge
The Political Classroom
Overcoming the crisis in curriculum theory
Identifying effective climate change education strategies
Radical Pedagogies
Climate change education for transformation
Moral impasses in sustainability education? Empirical results from school geography in Austria and Germany
On the need to repoliticise environmental and sustainability education
Bicycle model on climate change education
Education for the Environment
Learning to teach climate change
A typology of transformation
A futures perspective in Dutch geography education
Disempowering emotions
Constructing and mobilizing 'the consumer
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |