Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change
Abstract
:1. Introduction
2. Theoretical Framework
3. Review of Literature
3.1. Children’s Literature: Book Challenges and Bans
3.2. Children’s Literature: Preservice Teacher Preparation
3.3. Climate Change: Preservice Teacher Preparation
4. Materials and Methods
4.1. Bracketing and Positionality
4.1.1. Researcher Identity
4.1.2. Participants and Context
4.2. Data Collection
4.2.1. Phenomenological Journaling Task One
4.2.2. Phenomenological Journaling Task Two
Make an array showing your perspectives on each topic. On one side, list any that you would self-censor, and on the other, list topics you would not self-censor. If your likelihood to self-censor depends on contextual factors, list those topics in the middle of the array. Looking at the array, respond to the following question: What do you think is behind the rise in book challenges and bans?
4.3. Data Analysis
4.4. Methodological Rigor
5. Results
5.1. Teacher Candidates’ Views of the Individuals in Other Americas
5.1.1. Ambivalence Towards Other Perspectives
I don’t have much feelings about the other Americas. They can be worried if they choose. If I am being honest, I don’t know much about global warming and climate change, and I don’t feel a need that I need to know.
5.1.2. Believing Others Care Too Little about Climate Change
I try not to stress about how other people feel (because I’m too good at it and it becomes time consuming) BUT… I do wish more people were concerned. Everyone can do their part and change could be made. I’m not aggressive, but hearing people say they don’t care makes me want to argue. (Teacher Candidate #17)
5.1.3. Believing Others Care Too Much about Climate Change
5.2. Teacher Candidates’ Views of the Reasons Underlying Book Challenges and Bans
5.2.1. Book Challenges and Bans Due to Societal Changes
5.2.2. Book Challenges and Bans Due to Inclusion of Diverse Perspectives
5.2.3. Book Challenges and Bans Due to Developmentally Inappropriate Content
For me I think depending on the age of my students I wouldn’t sensor much. I definitely wouldn’t do a read aloud with cussing just because I would feel uncomfortable saying those words out loud in a classroom setting. Depending on the type of violence, I wouldn’t want them to read about it.
5.2.4. Book Challenges and Bans Due to School and Teachers Overstepping Their Roles
6. Discussion
6.1. Implications for Preservice Teacher Educators
6.2. Limitations
7. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Six Americas Category | Current Study Raw Score | Current Study Means | National Sample Means * |
---|---|---|---|
Alarmed (Highest Level) | 3 | 13.6% | 28% |
Concerned | 10 | 45.4% | 29% |
Cautious | 4 | 18.1% | 15% |
Disengaged | 4 | 18.1% | 6% |
Doubtful | 11% | ||
Dismissive (Lowest Level) | 1 | 4.5% | 11% |
Total | n = 22 | n = 1033 |
Topic | Climate Change | Sexuality and Sexual Orientation | Gender and Gender Identity | Race and Racism | ||||
---|---|---|---|---|---|---|---|---|
Raw Number | Percent | Raw Number | Percent | Raw Number | Percent | Raw Number | Percent | |
TC would not self-censor | 13 | 52% | 3 | 12% | 2 | 8% | 18 | 72% |
It depends on the context | 11 | 44% | 2 | 8% | 6 | 24% | 7 | 28% |
TC would always self-censor | 1 | 4% | 20 | 80% | 17 | 68% | 0 | 0% |
Total | n = 25 |
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Lammert, C. Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change. Educ. Sci. 2024, 14, 843. https://doi.org/10.3390/educsci14080843
Lammert C. Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change. Education Sciences. 2024; 14(8):843. https://doi.org/10.3390/educsci14080843
Chicago/Turabian StyleLammert, Catherine. 2024. "Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change" Education Sciences 14, no. 8: 843. https://doi.org/10.3390/educsci14080843
APA StyleLammert, C. (2024). Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change. Education Sciences, 14(8), 843. https://doi.org/10.3390/educsci14080843