Chilean Teachers' Practices on Climate Change Education

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Empowering Educators and Youth: Building Community, Identity, and Agency (Table 11)

Abstract

This paper reports on exploring climate change and environmental education practices as declared and described by Chilean teachers. We concur with the notion that climate change is a complex issue requiring transdisciplinary thinking and teaching practices. A mixed methods sequential design was conducted for this study, starting with a national survey of primary and secondary teachers (N=337) and then investigating six case studies, two of which are reported in this paper. A statistical cluster analysis and thematic analysis were developed. We found four clusters describing different groups of teachers, for which the two case studies provide deeper insights into how individual commitments, institutional pressures, and school culture influence teachers’ decision-making in teaching about climate change.

Authors

• Ivan Salinas, Universidad de Chile

• Jocelyn Lissette Morales Verdejo, Universidad de Chile

• Valeria Cernei, Universidad de Chile