@article{ART003273539},
author={KIM HAN SOL},
title={A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2025},
volume={10},
number={3},
pages={195-219},
doi={10.23041/jsst.2025.10.3.009}
TY - JOUR
AU - KIM HAN SOL
TI - A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences
JO - Journal of Studies on Schools and Teaching
PY - 2025
VL - 10
IS - 3
PB - Education Research Institute at CNUE
SP - 195
EP - 219
SN - 2508-156X
AB - This study explores an elementary teacher’s climate action practices and teaching experiences through a narrative inquiry, aiming to reveal how climate action education emerges and expands within a teacher’s personal life and the school community. Drawing on interviews, researcher memos, and project records, the experiences of Teacher A were interpreted within the three dimensional narrative space of temporality, sociality, and place. The analysis yielded four major findings. First, Teacher A’s climate action practices were grounded in long standing sensitivities shaped by early interests in nature, science, and exploratory activities. Second, participation in a professional learning community served as a catalyst for climate action teaching, with the sense of belonging to the group reinforcing responsibility and preparedness for climate education. Third, field based activities such as visiting a waste treatment facility prompted meaningful changes in Teacher A’s personal practices and generated a reciprocal cycle between teaching and everyday action. Fourth, the operation of a carbon neutral pilot school and collaboration with colleagues enabled climate action education to expand from the classroom to the grade level and the entire school. This study suggests that climate action education achieves sustainability and scalability when experience based activities are combined with supportive professional learning communities. Based on these findings, the study recommends establishing school level support structures and valuing teachers’ lived experiences as essential foundations for effective climate action education.
KW - elementary teachers;climate action;narrative inquiry;professional learning;community;climate change education
DO - 10.23041/jsst.2025.10.3.009
ER -
KIM HAN SOL. (2025). A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences. Journal of Studies on Schools and Teaching, 10(3), 195-219.
KIM HAN SOL. 2025, "A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences", Journal of Studies on Schools and Teaching, vol.10, no.3 pp.195-219. Available from: doi:10.23041/jsst.2025.10.3.009
KIM HAN SOL "A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences" Journal of Studies on Schools and Teaching 10.3 pp.195-219 (2025) : 195.
KIM HAN SOL. A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences. 2025; 10(3), 195-219. Available from: doi:10.23041/jsst.2025.10.3.009
KIM HAN SOL. "A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences" Journal of Studies on Schools and Teaching 10, no.3 (2025) : 195-219.doi: 10.23041/jsst.2025.10.3.009
KIM HAN SOL. A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences. Journal of Studies on Schools and Teaching, 10(3), 195-219. doi: 10.23041/jsst.2025.10.3.009
KIM HAN SOL. A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences. Journal of Studies on Schools and Teaching. 2025; 10(3) 195-219. doi: 10.23041/jsst.2025.10.3.009
KIM HAN SOL. A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences. 2025; 10(3), 195-219. Available from: doi:10.23041/jsst.2025.10.3.009
KIM HAN SOL. "A Narrative Inquiry into an Elementary School Teacher's Climate Action Practices and Teaching Experiences" Journal of Studies on Schools and Teaching 10, no.3 (2025) : 195-219.doi: 10.23041/jsst.2025.10.3.009
