This presentation delves into the motivations and expectations of teachers regarding climate change education (CCE), while also highlighting their knowledge gaps in this area. By analyzing teachers' textual responses, the study identifies the topics that interest teachers, such as environmental education, politics, and pedagogy. The study uses Bloom's Taxonomy Action Verbs to categorize teachers' expectations according to different learning levels, finding that teachers want to enhance their knowledge of CCE, acquire cognitive competencies, and develop skills to apply teaching strategies based on pedagogic and environmental ethics.
The study also reveal the misconceptions and confusion that some teachers have about CCE. For example, some teachers mistakenly equated climate and weather, and others struggled to comprehend atmospheric pressure, climate factors, and elements contributing to CC. Nevertheless, some correctly identified phenomena associated with CC, such as cold waves, coral bleaching, and sea level rise.
These findings underscore the need for improved CCE for teachers, which could help address the complex and multifaceted issues surrounding climate change. Investing in continuous teacher education in CCE can equip teachers with the knowledge, competencies, and skills to create solutions, build networks, and share experiences related to CCE, thereby contributing to mitigating the global issue of climate change.