Teacher Candidates’ Sensemaking of Sustainable Energy Education: Multi-Case Study in Germany, India, and the US

• In Event: Preparing and supporting teachers for climate and sustainability education

Abstract

Transitioning to sustainable energy sources is considered the fundamental strategy to mitigate the ongoing climate crisis. To achieve this transition, intergovernmental organizations like the International Renewable Energy Agency have prioritized “educating the educators”. This study examines how teacher candidates (TC) make sense of the need for sustainable energy education and its alignment with the global competence framework through a multi-case study approach with cases in three diverse cultural contexts: Germany, India, and the United States. TCs’ intentions to teach sustainable energy emerged from a complex sensemaking process shaped by personal experiences, socio-political context, pedagogical preparations, and perceived teaching constraints. Insights from this study can help teacher preparation programs recognize the need to engage TCs’ sensemaking to influence their pedagogical intentions.

Authors

• Arya Karumanthra, Indiana University

• Gayle A. Buck, Indiana University

• Sandra Sprenger, Universität Hamburg

• Neli Heidari, University of Hamburg

• Patricia K. Kubow, Indiana University