576
Views
2
CrossRef citations to date
0
Altmetric
Research Article

Applications of codes of teacher ethics in the context of anthropogenic climate change

ORCID Icon
Pages 341-360 | Received 19 May 2022, Accepted 06 Nov 2023, Published online: 16 Nov 2023

References

  • Arthur, J. (2010). Of good character: Exploration of virtues in values in 3-25 year olds. Imprint Academic.
  • Ashworth, P., Jeanneret, T., Gardner, J., & Shaw, H. (2011). Communication and climate change: What the Australian public thinks Report No. EP112769 CSIRO Publishing.
  • Australian Institute for Teaching and School Leadership (AITSL). (2013). Annual report: Promoting excellence in the profession of teaching and school leadership AITSL.
  • Australian students defy PM with climate protests. (2018, December 1). SBS News. https://www.sbs.com.au/news/australian-students-defy-pm-with-climate-protests.
  • Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
  • Bamber, P. (Ed.). (2019). Teacher education for sustainable development and global citizenship: Critical perspectives on values, curriculum and assessment. Routledge.
  • Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom?. Research on Steiner Education, 3(1), 8–22.
  • Boon, H. J. (2010). Climate change? Who knows? A comparison of secondary students and preservice teachers. Australian Journal of Teacher Education, 35(1), 104–120. https://doi.org/10.14221/ajte.2010v35n1.9
  • Boon, H. J. (2011). Raising the bar: Ethics education for quality teachers. The Australian, 36(7), 76–93. https://doi.org/10.14221/ajte.2011v36n7.2
  • Boon, H. J. (2018). Explicit ethics education for prospective teachers - an essential precursor for quality teaching - ethics training for preservice teachers. In S. S. Sethy (Ed.), Higher education and professional ethics: Roles and responsibilities of teachers (pp. 204–222). Routledge.
  • Boon, H. J., & Maxwell, B. (2016). Ethics education in Australian preservice teacher programs: A hidden imperative?. Australian Journal of Teacher Education, 41(5), 1. pp. 1–20. https://doi.org/10.14221/ajte.2016v41n5.1
  • Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socio-scientific and controversial issues. Journal of Science Teacher Education, 29(4), 283–306. https://doi.org/10.1080/1046560X.2018.1440860
  • Brennan, M. (2019). Changing teaching and teacher education in the ‘anthropocene’. On Education: Journal for Research and Debate, 2(4). https://doi.org/10.17899/on_ed.2019.4.6
  • Brownlee, M. T. J., Powell, R. B., & Hallo, J. C. (2013). A review of the foundational processes that influence beliefs in climate change: Opportunities for Environmental education Research. Environmental Education Research, 19(1), 1–20. https://doi.org/10.1080/13504622.2012.683389
  • Bullough, R. V., Jr. (2011). Ethical and moral matters in teaching and teacher education. Teaching and Teacher Education, 27(1), 21–28. https://doi.org/10.1016/j.tate.2010.09.007
  • Burke, S. E., Sanson, A. V., & Van Hoorn, J. (2018). The psychological effects of climate change on children. Current Psychiatry Reports, 20(5), 1–8. https://doi.org/10.1007/s11920-018-0896-9
  • Byker, E. J., & Ezelle-Thomas, V. (2021). Preparing teacher candidates with global competencies: Taking action on the global Water crisis with service learning. Journal of Research in Childhood Education, 35(2), 268–280. https://doi.org/10.1080/02568543.2021.1880996
  • Byskov, F. M., Hyams, K., Satyal, P., Anguelovski, I., Benjamin, L. (2021). An agenda for ethics and justice in adaptation to climate change. Climate and Development, 13(1), 1–9. https://doi.org/10.1080/17565529.2019.1700774
  • Cabaroglu, N., & Tillema, H. H. (2011). Teacher educator dilemmas: A concept to study pedagogy. Teachers & Teaching Theory & Practice, 17(5), 559–573. https://doi.org/10.1080/13540602.2011.602210
  • Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357–385. https://doi.org/10.1111/j.1467-873X.2008.00414.x
  • Carr, D. (2006). Professional and personal values and virtues in education and teaching. Oxford Review of Education, 32(2), 171–183. https://doi.org/10.1080/03054980600645354
  • Chang, C. H., & Pascua, L. (2016). Singapore students’ misconceptions of climate change. International Research in Geographical & Environmental Education, 25(1), 84–96. https://doi.org/10.1080/10382046.2015.1106206
  • Chen, L., & Xiao, S. (2021). Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review. Educational Research Review, 32, 100377. https://doi.org/10.1016/j.edurev.2020.100377
  • Cho, H., & Gay, G. (2022). Social justice teaching beliefs and practices of South Korean novice teachers: Complexity Theory perspectives. Multicultural Education Review, 13(4), 285–302. https://doi.org/10.1080/2005615X.2021.2006119
  • Colston, N. M., & Vadjunec, J. M. (2015). A critical political ecology of consensus: On “teaching both sides” of climate change controversies. Geoforum, 65, 255–265. https://doi.org/10.1016/j.geoforum.2015.08.006
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and Research design: Choosing among five approaches. Sage.
  • Dauer, J., Lettero, C., & Ocana, M. (2011). A review of ethical concepts and moral reasoning integration into climate change curriculum. Journal for Activist Science and Technology Education, 3(1): 131–175. https://doi.org/jc127586/Downloads/titusland,+JASTE3-1hDauerETAL.pdf
  • Davies, I., Evans, M., Fülöp, M., Kiwan, D., Peterson, A., & Sim, J. B. Y. (2019). Taking action for change: Educating for youth civic engagement and activism.
  • Enyedy, N., Goldberg, J., & Welsh, K. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68–93. https://doi.org/10.1002/sce.20096
  • Glenn, J. C. & Florescu, E. (2016). Millennium project team. J Socialomics 5, (3), 168–174. https://dx.doi.org/10.4172/2167-0358.1000168
  • Grady-Benson, J., & Sarathy, B. (2015). Fossil fuel divestment in US Higher education: Student-led organising for climate justice. Local Environment, 21(6), 661–681. https://doi.org/10.1080/13549839.2015.1009825
  • Hansen, D. T. (2001). Teaching as a moral activity. In I. V. Richardson (Ed.), Handbook of research on teaching (p. pp. 826e857). American Educational Research Association.
  • Ho, L. C., & Seow, T. (2017). Disciplinary boundaries and climate change education: Teachers’ conceptions of climate change education in the Philippines and Singapore. International Research in Geographical & Environmental Education, 26(3), 240–252. https://doi.org/10.1080/10382046.2017.1330038
  • Howe, P., Mildenberger, M., Marlon, J., & Leiserowitz, A. (2015). Geographic variation in opinions on climate change at state and local scales in the USA. Nature Climate Change, 5(6), 596–603. https://doi.org/10.1038/nclimate2583
  • IPCC, (2021). Climate change 2021: The physical science basis. contribution of working group I to the sixth assessment Report of the Intergovernmental Panel on Climate Change, Masson-Delmotte V, P. Zhai, Pirani, A., Connors, S. L., Péan, C., Berger, S., Caud, N., Chen, Y., Goldfarb, L., Gomis, M. I., Huang, M., Leitzell, K., Lonnoy, E., Matthews, J. B. R., Maycock, T. K., Waterfield, T., Yelekçi, O., R. Yu and B. Zhou (eds.). Cambridge University Press. In Press.
  • Irwin, R. (2020). Climate change and education. Educational Philosophy and Theory, 52(5), 492–507. https://doi.org/10.1080/00131857.2019.1642196
  • Jones, C. A., & Davison, A. (2021). Disempowering emotions: The role of educational experiences in social responses to climate change. Geoforum, 118, 190–200. https://doi.org/10.1016/j.geoforum.2020.11.006
  • Kelchtermans, G. (2009). Who I am in how I teach is the message. Self-understanding, vulnerability and reflection. Teachers & Teaching Theory & Practice, 15, 257–272. https://doi.org/10.1080/13540600902875332
  • Kissling, T., & Bell, J. T. (2020). Teaching social studies amid ecological crisis. Theory & Research in Social Education, 48(1), 1–31. https://doi.org/10.1080/00933104.2019.1673267
  • Kohlberg, L. (1984). The psychology of moral development: Essays on moral development (Vol. 2). Harper & Row.
  • Koulaidis, V., & Christidou, V. (1999). Models of students’ thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559–576. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<559:AID-SCE4>3.0.CO;2-E
  • Lavery, J. V. (2018). ‘Wicked problems’, community engagement and the need for an implementation science for research ethics. Journal of Medical Ethics, 44(3), 163–164. https://doi.org/10.1136/medethics-2016-103573
  • Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. https://doi.org/10.1002/1098-2736
  • Lombardi, D., & Sinatra, G. M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education, 42(2), 201–217. https://doi.org/10.1007/s11165-010-9196-z
  • Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
  • Moore, K. D., & Nelson, M. P. (Eds). (2011). Moral ground: Ethical action for a planet in peril. Trinity University Press.
  • Nation, M. T., & Feldman, A. (2021). Environmental education in the Secondary science classroom: How teachers’ beliefs influence their instruction of climate change. Journal of Science Teacher Education, 32(5), 1–19. https://doi.org/10.1080/1046560X.2020.1854968
  • Pascua, L., & Chang, C.-H. (2015). Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study. Evaluation and Program Planning, 52, 70–77. https://doi.org/10.1016/j.evalprogplan.2015.04.001
  • Public Universities Australia. (2023, August). What is an Education? THE VOICES of Australia’s UNIVERSITIES – the Peak Body for Australian Higher Education. https://puau.org/2023/08/06/what-is-an-education/
  • Queensland College of Teachers. (n.d.). Code of Ethics for Teachers in Queensland. https://www.qct.edu.au/standards-and-conduct/code-of-ethics
  • Ranney, M. A., & Clark, D. (2016). Climate change conceptual change: Scientific information can transform attitudes. Topics in Cognitive Science, 8(1), 49–75. https://doi.org/10.1111/tops.12187
  • Rawling, C. (2023, August 9). Climate change disasters engulf northern hemisphere as global air and ocean temperatures set new records in July. ABC News, https://www.abc.net.au/news/2023-08-09/explainer-climate-change-disasters-northern-hemisphere/102707278.
  • Rennie, L. J. (2015). Making science beyond the classroom accessible to students. In D. Corrigan, C. Buntting, J. Dillon, A. Jones, & R. Gunstone (Eds.), The future in learning science: What’s in it for the learner? (pp. 151–173). Springer Publishing Company.
  • Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
  • Rittel, H., & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730
  • Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2017). Teacher dilemmas in challenging students in higher education. Teaching in Higher Education, 22(3), 318–335. https://doi.org/10.1080/13562517.2016.1248392
  • Seow, T., & Ho, L. (2016). Singapore teachers’ beliefs about the purpose of climate change education and student readiness to handle controversy. International Research in Geographical & Environmental Education, 25(4), 358–371. https://doi.org/10.1080/10382046.2016.1207993
  • Shapira–Lishchinsky, O. (2019). The implicit meaning of TIMSS: Exploring ethics in teachers’ practice. Teaching and Teacher Education, 79, 188–197. https://doi.org/10.1016/j.tate.2018.12.013
  • Trott, C. D. (2022). Climate change education for transformation: Exploring the affective and attitudinal dimensions of children’s learning and action. Environmental Education Research, 28(7), 1023–1042. https://doi.org/10.1080/13504622.2021.2007223
  • Tzaberis, N., Xenitidou, S., & Mogias, A. (2014, March). The contribution of education for sustainable development in addressing ethical issues of climate change. In ADAPTtoCLIMATE Conference, Nicosia, Cyprus.
  • UNESCO. (2019). Country progress on climate change education, training and public-awareness: An analysis of country submissions under the United Nations framework convention on climate change.
  • Wong-Parodi, G., & Feygina, I. (2021). Engaging people on climate change: The role of emotional responses. Environmental Communication, 15(5), 571–593. https://doi.org/10.1080/17524032.2020.1871051