Preparing Preservice Chemistry Teachers to Teach for Climate Empowerment through Macro-rehearsals

Abstract

Supporting chemistry students to apply learning toward solutions to climate change diverges from typical work of K–12 educators. Thus, preparing a new generation of chemistry teachers demands consideration of how to support their growth in teaching for climate empowerment. Building on existing ideas in science education research, this article explores one possibility for preparing chemistry teachers to teach for climate empowerment. Specifically, this paper merges two existing areas of education research: phenomenon-based instruction and practice-based teacher education. Bridging these domains through a learning experience in a university-based teaching methods course, this article documents and reflects on the enactment of this experience. Written by a team of in-service chemistry teachers and a science teaching methods course instructor, this article offers ideas for supporting preservice chemistry teachers’ growth toward teaching for climate empowerment.