New Jersey Teachers’ Professional Learning About Climate Change

Abstract

During the 2022-23 academic year, New Jersey became the first state in the United States to adopt learning standards that support climate change education K-12 across all subject areas, offering an ideal context for exploring the relationship between education and climate change. Although New Jersey has provided financial funding to support teachers in teaching about climate change, little is known about teachers’ preparedness to implement developmentally appropriate climate change instruction in K-12 settings. This study utilizes interviews from 50 New Jersey teachers who participated in a classroom observation study conducted during the 2023-24 academic year to describe their professional learning related to climate change. Though professional learning varied considerably across the dataset, most respondents indicated that self-directed learning was their primary mode of professional development about climate change, followed by attendance at workshops or webinars. Several participants reported having no access to professional development provided by their school or district on the topic, despite the introduction of standards. When asked about plans for future professional development related to climate change, the majority of interviewees asserted that they had plans, but these varied with their grade bands. The findings suggest that more coherent professional learning opportunities are needed to support teachers in integrating climate change into their teaching. More mechanisms should be implemented to acknowledge teachers’ self-directed learning on climate change.