The Blame-Game: Pre-Service Teachers Views on Who Is Responsible and What Needs to Be Done to Mitigate Climate Change

Autor/inn/en	Tolppanen, Sakari; Kärkkäinen, Sirpa
Titel	The Blame-Game: Pre-Service Teachers Views on Who Is Responsible and What Needs to Be Done to Mitigate Climate Change
Quelle	In: International Journal of Science Education, 43 (2021) 14, S.2402-2425 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tolppanen, Sakari) ORCID (Kärkkäinen, Sirpa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1965239
Schlagwörter	Climate; Preservice Teachers; Student Attitudes; Essays; Content Analysis; Best Practices; Systems Approach; Government Role; Business; Profiles; Teaching Methods; Holistic Approach; Environmental Education; Corporations; Social Responsibility; Teacher Education Programs; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Klima; Schülerverhalten; Essay; Aufsatzunterricht; Inhaltsanalyse; Systemischer Ansatz; Business studies; Wirtschaft; Betriebswirtschaft; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Umweltbildung; Umwelterziehung; Umweltpädagogik; Unternehmen; Soziale Verantwortung; Ausland; Finnland
Abstract	To mitigate climate change, immediate actions are needed, but who is responsible for taking these actions and what actions will people support? This article examines pre-service teachers' (N = 230) views on who is responsible for mitigating climate change and what they perceive as the most effective ways to do so. The data consist of essays, analysed through inductive and deductive content analysis. The findings show that although pre-service teachers present a multitude of ways to mitigate climate change, there is a divide in what is seen as the best practice and who is viewed as responsible. Furthermore, most pre-service teachers present a simplistic or biased view about who is responsible for mitigative actions. Only a small proportion of pre-service teachers seem to examine climate change mitigation through a systems thinking approach, where individuals, governments and businesses all play a role in climate change mitigation. Six profiles were formed to describe the different ways how individuals see responsibility in the context of climate change. Furthermore, an educational model, that can help develop systems thinking, was created. The significance of the findings and the model are discussed in relation to holistic climate change education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01