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Natalie Gerum, & Martha Moon, Lakehead University, Canada  \nAbstract  \nWe presentfindings from research on a nine-week elective course, Climate Change Pedagogy, taught for the first time in the Bachelor of Education program at Lakehead University in winter 2014. After reviewing literature on what is needed for effective teaching about climate change and some of the neoliberal barriers to such teaching, we draw on interview and questionnaire data to describe successful aspects of the course and barriers we encountered in teaching about climate change. Participants said openness and a welcoming environment were important and they appreciated the relevance of course content and pedagogy to their future teaching in various grades and subjects. Barriers to teaching about climate change include teacher candidates’ lack of knowledge about climate change and concerns about the “political” nature of climate change education. Many participants said that the course should be longer and mandatory for all teacher candidates.  \nRésumé  \nNous présentons les conclusions d’une recherche effectuée dans le cadre d’un cours à option de neuf semaines, Climate Change Pedagogy, donné pour la premièrefois dans le Baccalauréat en éducation à l’Université Lakehead, à la session d’hiver 2014. Après avoir examiné la littérature sur les éléments requis pour enseigner avec succès en matière de changement climatique et sur certains des obstacles néolibéraux à cet enseignement, nous tirons parti de données provenantd’entretiens et de questionnaires pour décrire les aspects réussis du cours et les écueils à l’enseignement portant sur les changements climatiques. Les participantsont dit que l’ouverture et qu’un environnement accueillant étaient importantset qu’ils ont reconnu les mérites de la pertinence du contenu du cours et de lapédagogie pour la suite de leur carrière en enseignement à divers niveaux et dans différentes matières. On compte parmi les obstacles à l’enseignement en matièrede changement climatique le manque de connaissances et les préoccupations des enseignants candidats à propos de la nature dite politique de l’éducation enmatière de changement climatique. De nombreux participants ont révélé que le cours devrait durer plus longtemps et figurer parmi les cours obligatoires pour tous les candidats dans le programme en enseignement.  \nKeywords: climate change education, teacher education, environmental education  \n154 Canadian Journal of Environmental Education, 20, 2015  \nIntroduction  \nUN Secretary General Ban Ki-moon declared climate change the “defining challenge of our era”(UN News, 2007, para 1) and the IPCC (2014) predicted dire consequences if we continue with business-as-usual, yet climate change education in teacher education is still in its infancy (UNESCO, 2013) . According to our searches, Climate Change Pedagogy at Lakehead University is the only dedicated climate change education course in teacher education in Canada. We describe what worked well for teacher candidates in the first offering of the course in 2014 and discuss barriers to teaching about climate change based on data gathered from student participants and our own observations.  \nNatalie taught the course, an 18-hour elective open to primary/junior (grades K-6), junior/intermediate (grades 4-10), and intermediate/senior teacher candidates (grades 7-12), over 9 weeks. Her overall goal was to enhance teacher candidate knowledge of climate change and ways to teach effectively about it through engaging them in activities that they might use in their own classrooms, hoping to increase their confidence and likelihood of doing so in the future. Natalie’s background is in leadership development, community-building, and environmental education, and her master’s thesis explored university responses to the climate crisis (Gerum, 2014) . This was the first university course Natalie ta","cbCaikpXKsrkujwf","https://ap.wps.com/l/cbCaikpXKsrkujwf","pdf",1197517,"English","# Abstract\n# Introduction\n## Course purpose and participants\n# Background\n## Importance of climate change education in teacher education\n## Knowledge gaps and teaching barriers","[{\"question\":\"What was the focus of the nine-week course Climate Change Pedagogy?\",\"answer\":\"The course aimed to build teacher candidates’ knowledge about climate change and teach strategies for effective instruction by engaging them in activities they could use in their own classrooms.\"},{\"question\":\"What did participants identify as key supports for teaching climate change?\",\"answer\":\"Participants emphasized openness and a welcoming environment, and they valued the relevance of course content and pedagogy for their future teaching across grades and subjects.\"},{\"question\":\"What barriers did the study report for teaching about climate change?\",\"answer\":\"Barriers included teacher candidates’ lack of climate change knowledge and concerns about the “political” nature of climate change education.\"},{\"question\":\"What recommendations did participants make about the course length and requirement?\",\"answer\":\"Many participants said the course should be longer and mandatory for all teacher candidates.\"}]","Roll Up Your Sleeves and Get At It! - Climate Change Education in Teacher Education | PDF",1792083591,48]