Challenges of neutrality and controversy: Pre-service primary school teachers’ views on teaching climate change

Abstract

Teachers’ attitudes, beliefs, knowledge, and political preferences about climate change, as well as the controversial nature of the issue, influence their pedagogical choices. However, little is known about how future educators are equipped to deal with the controversial elements of climate change in the classroom. Therefore, recognizing these competencies is essential when examining their teaching of the topic. This qualitative study, through interviews with nine primary school pre-service teachers, explores their views within the "Global Warming's Six Americas" framework and their readiness to engage with controversy. The results of the thematic analysis highlighted differences between four of the six audience segmentation groups. Teachers' beliefs and attitudes about climate change appeared to guide their teaching intentions, leading them to avoid bias and to protect students from controversy. Various factors, such as deficits in both pedagogical and content knowledge, the polarizing aspects of the climate change debate, and the influence of perceived external pressures, led these educators to adopt a neutral approach. However, the concepts of controversy and neutrality are subject to individual and situational interpretation. Moreover, while the aim is to approach climate change as a scientific matter and concentrate on private sphere actions, opportunities for transformative learning are restricted due to the absence of critical discussion. These findings highlight the importance of recognizing the diverse positions of pre-service teachers on the controversial aspects of climate change. This recognition is crucial, not only for improving dialogue in climate change education and communication but also for teacher education and curriculum development.