Teacher Continuous Professional Development in Climate Change Education: Analyzing Teachers’ Perspectives

This work has been accepted for publication in the "Journal of Environmental Education" and is scheduled for release in 2025. This pioneering study examines the continuous professional development (CPD) of educators in climate change teaching via two programs executed in Chile. The research underscores the lack of studies on climate change teaching in Latin America and accentuates the resources developed by educators to understand and recommend didactics and teaching approaches. The research integrates a literature review with an in-depth examination of materials generated by educators throughout four iterations of two separate CPD programs focused on climate change teaching in two areas of Chile. The study employs the "In-vivo" coding technique to identify essential components for effective Continuing Professional Development (CPD), including active learning, collaborative learning, outdoor and place-based learning, culturally relevant pedagogy, sociopolitical viewpoints, and emotional responsiveness. These components are crucial for including climate change education in a transdisciplinary and contextualized approach. This research specifically emphasizes the materials produced by educators during the CPD programs. These materials offer a distinct viewpoint on the methods teachers employ to construct instructional activities regarding climate change and their implementation in the classroom. The opinions of teachers are juxtaposed with contemporary literature, providing recommendations for the improvement of current CPD programs and the creation of new ones. The report also cites other problems in implementing climate change education, including inadequate student competences, limited time, and insufficient teaching flexibility. It provides suggestions for addressing these difficulties, including the incorporation of socio-ecological justice, the advancement of territorial agency, and the engagement of local stakeholders and indigenous viewpoints. The study recommends implementing active learning approaches to enhance student abilities through hands-on, interactive activities. This methodology fosters the development of critical thinking and problem-solving abilities, which are vital for comprehending and tackling climate change. Educators must be proficiently trained in these approaches to guarantee that pupils engage as active participants in their learning rather than only passive users of information. The challenge of inadequate time can be alleviated by including climate change education into current curricula instead of considering it a separate subject. This can be accomplished by recognizing interdisciplinary connections and integrating climate change themes into subjects like science, geography, and social studies. Furthermore, educational institutions can designate distinct periods for multidisciplinary projects centered on climate change, enabling students to investigate the subject comprehensively without overwhelming the current schedule. The study advocates for offering teachers professional development opportunities focused on adaptive teaching practices to address the deficiency in teaching flexibility. This encompasses training on adapting lesson plans to address varied learning requirements and integrating local and indigenous knowledge into the curriculum. By promoting a more adaptable and inclusive pedagogical approach, educators may more effectively tackle the intricate and numerous aspects of climate change. Fostering territorial agency entails enabling educators and learners to assume responsibility for their local surroundings and participate in community-oriented initiatives. This can be achieved through place-based education, which links classroom learning with practical experiences in the local community. By engaging local stakeholders, including environmental organizations and community leaders, schools can establish significant learning experiences that cultivate a feeling of responsibility and stewardship in kids. Incorporating local stakeholders and indigenous viewpoints is essential for developing a more holistic and culturally pertinent approach to climate change education. The study emphasizes the significance of incorporating indigenous knowledge and traditions, which provide essential insights into sustainable living and environmental stewardship. Educators ought to be motivated to engage with indigenous communities and integrate their viewpoints into the curriculum, guaranteeing that students get a comprehensive grasp of climate change that recognizes and appreciates varied perspectives. This research is significant for the global research community as it fills the gap in climate change education research in Latin America and offers insights into helpful continuing professional development strategies. The results are pertinent to the WERA focal meeting theme, as they underscore the necessity of comprehending the emotional and political ramifications of climate change and initiating action promptly. This study emphasizes teachers' outputs and local knowledge, so enhancing an enhanced and contextually pertinent approach to climate change education, essential for promoting socio-political justice and emotional resilience amid global environmental issues.