Building Teachers' Self-Efficacy in Teaching about Climate Change through Educative Curriculum and Professional Development

Autor/inn/en	Li, Christine Jie; Monroe, Martha C.; Oxarart, Annie; Ritchie, Tracey
Titel	Building Teachers' Self-Efficacy in Teaching about Climate Change through Educative Curriculum and Professional Development
Quelle	In: Applied Environmental Education and Communication, 20 (2021) 1, S.34-48 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Christine Jie) ORCID (Monroe, Martha C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2019.1617806
Schlagwörter	Self Efficacy; Environmental Education; Climate; Scientific Concepts; Concept Teaching; Secondary School Curriculum; Science Teachers; Inservice Teacher Education; Professional Development; Pedagogical Content Knowledge; Instructional Materials; Workshops; Facilitators (Individuals); Peer Teaching; Nonformal Education; Florida; Arkansas; North Carolina + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Klima; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Pädagogische Kompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Non-formal education; Non formal education; Nichtformale Bildung
Abstract	Professional development is vital to help teachers gain skills and knowledge to teach about current environmental and societal issues. For climate change education, educators may need information paired with content-specific teaching strategies in order to build confidence to incorporate the topic into their curriculum. We applied educative curriculum guidelines as well as efficacy strategies in the development of a secondary instructional resource. The objectives of the study were to understand and assess the changes in teacher efficacy regarding climate change through an innovative professional development model. The results provide evidence that, while generally climate change could be a challenging topic to educators to choose to teach about, professional development which specifically addresses self-efficacy and pedagogical content knowledge, provides many benefits for teachers, especially for those who do not have previous experience with teaching about climate change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01