Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK

Climate Change and Sustainability Education (CCSE) has been gaining prominence with the imminent climate emergency humanity is facing. This paper draws upon a conceptual framework created to support the development of preservice teachers’ subject knowledge of CCSE whilst undertaking Initial Teacher...

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Veröffentlicht in:	Sustainability Jg. 15; H. 16; S. 12237
Hauptverfasser:	Majid, Nasreen, Marston, Sarah, Reed Johnson, Jo Anna, Happle, Andrew
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Basel MDPI AG 01.08.2023
Schlagworte:	Carbon footprint Climate change Core curriculum Education Educational objectives Global temperature changes Human influences Knowledge Learning Paris Agreement Preservice teachers Schools Sustainability Sustainable development Teacher education Teachers Teaching United Kingdom United Kingdom United Kingdom > UK England
ISSN:	2071-1050, 2071-1050
Online-Zugang:	Volltext
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