It’s about time: perceived barriers to in-service teacher climate change professional development

Abstract

The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for teachers may help increase confidence in teaching about climate change. To understand the perceived barriers to participating in CCPD, a survey was conducted with 54 middle school science teachers who did not respond to a previous invitation to participate in a CCPD program. The most significant barrier was time to participate. The participants were also asked to rate their confidence about whether climate change is happening. The results were compared between teachers who were confident climate change was happening and those who were not to examine whether these beliefs influenced teachers’ perceptions of barriers. Those who were confident climate change was happening were less likely to perceive administrative support, interest in the workshop, and knowledge of climate change content as barriers. However, both groups of teachers reported that time was the primary barrier rather than the topic. This suggests that, rather than developing unique strategies, existing best practices in teacher professional development can be used to support CCPD opportunities. Additional recommendations include thinking creatively about how to create time for teachers to attend and making the professional development directly relevant to teacher’s local contexts.

Keywords:

• Teacher professional development
• climate change
• barriers
• middle school

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This material is based upon work supported by the National Science Foundation Graduate Research Fellowship Program under Grant No. DGE-1252376 as well by the North Carolina Sea Grant supported by the NOAA Office of Sea Grant, United States Department of Commerce, under grant No. 2016-R/16-ELWD-1. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation, NOAA, or Sea Grant.

Notes on contributors

Megan Ennes

Dr. Megan Ennes is the Assistant Curator (Professor) of Museum Education in the Florida Museum of Natural History at the University of Florida. A former museum educator, her research focuses on the use of online learning in museums as well as how to support the professional development of museum educators. She also examines how museums can support the science interests and career aspirations of underrepresented groups through family programming.

Danielle F. Lawson

Dr. Danielle Lawson is an Assistant Professor in the College of Health and Human Development & College of Education at the Pennsylvania State University. Her research aims to help empower and elevate the voices of all members of future and current generations to tackle complex global issues. She focuses on the three interrelated thematic areas of environmental education, intergenerational learning, and social justice.

Kathryn T. Stevenson

Dr. Kathryn Stevenson is an Assistant Professor in the Department of Parks, Recreation & Tourism Management at NC State University in Raleigh, NC, USA. She studies benefits of time in nature for children as well as how children can help shape their communities’ responses to environmental challenges, including those related to climate change.

M. Nils Peterson

Dr. M. Nils Peterson is a Professor of Fisheries, Wildlife, and Conversation Biology within the Department of Forestry and Environmental Resources at NC State University. His research focuses on the human dimensions of conservation biology.

M. Gail Jones

Dr. Melissa (Gail) Jones has a PhD in Science Education from NC State University. Dr. Jones currently serves as Alumni Distinguished Professor of Science Education teaching preservice and in-service teachers and conducting research on virtual reality. informal education, and nanoscale science education. Dr. Jones’ research group is currently researching new forms of technology for teaching science and strategies to enhance science capital and family habitus for science.