Climate-Change Education and Critical Emotional Awareness (CEA): Implications for Teacher Education

Autor/in	Ojala, Maria
Titel	Climate-Change Education and Critical Emotional Awareness (CEA): Implications for Teacher Education
Quelle	In: Educational Philosophy and Theory, 55 (2023) 10, S.1109-1120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2081150
Schlagwörter	Climate; Environmental Education; Sustainable Development; Social Problems; Interdisciplinary Approach; Self Control; Emotional Response; Teacher Education Programs; Coping; Teaching Skills; Discussion (Teaching Technique); Teaching Methods; Anxiety; Controversial Issues (Course Content) + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Social problem; Soziales Problem; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Selbstbeherrschung; Emotionales Verhalten; Bewältigung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Angst; Controversial issues; Kontroverse
Abstract	Scholars in the field of education for sustainable development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01