Ghanaian Teacher Educators' Preparedness to Teach Climate Change: A Focus on Place-Based Education (Poster 7)

• In Event: Mapping the Terrain of Climate Change Education: Literacy, Curricula, Practices, and Policy

Abstract

This study explores how teacher educators at the University of Cape Coast under the Faculty of Humanities and Social Sciences Education are responding to the climate crisis and preparing future teachers to teach about climate change. This proposal presents findings from a pilot survey with pre-service teachers; research presented at AERA will include survey results, interviews, and document analysis with teacher educators. Preliminary findings show that pre-service teachers have adequate knowledge of climate change, resources to teach about it, and confidence in using place-based pedagogies. However, they also indicate they were not taught about climate change and place-based pedagogy, and that their teacher educators rarely engage in outdoor learning activities, community initiatives, and traditional ecological knowledge.

Authors

• Caleb Atsu Nyatuame, University of Florida

• Nora Timmerman, Northern Arizona University