Climate Literacy In Initial And Continuing Teacher Training

Climate change is an issue of a great relevance today, since in all contexts it is considered unavoidable to respond to the emerging tensions and associated problems. Therefore, this research is focused on the climate literacy of preservice and inservice teachers, through the design and iteration of a model that favors the development of training experiences (at the University of Valladolid and through the Center of Teacher Training and Educational Innovation -CFIE, Valladolid-). The process is understood as a design-based research, which had as a starting point a systematic review of the literature that allowed to design a new model and its iteration. Results are framed in two categories: environmental literacy and teacher professionalization. In relation to the first one, findings make visible the knowledge that the participants had about climate change and its restructuring based on the connection between different areas. Likewise, emotional, cognitive, and behavioral attitudes of the participants were described. Regarding teacher professionalization, results show an approach to different teaching and learning strategies that can be applied in teaching practice.