A great way to start talking about climate change education as teacher educators is to self-reflect on our own current practices as people in education (as learners and/or teachers).

Critiquing and reflection on one’s own praxis is a tough and uncomfortable task. However, a great way to learn and grow as an individual and a teacher is by constantly reflecting on our own praxis and learning from our mistakes.

Steps:

1. Bring an example of climate change education that the learner has done, read, witnessed in a course or online. If possible, bring a lesson plan to class.
2. In pairs, start with discussing the lesson plan, outline or course. Guiding questions:
   1. Self-reflection
      1. (if the lesson plan is their own) – What did I do? How did I do it/implement?
      1. Else – what did I notice about the lesson plan when it was being executed? What were my initial thoughts about it? How did I engage with it as a learner/observer?
   1. How was it received by the learners?
   1. What was the possible impact? How do I know it?
   1. Why was the conversation important?
   1. What might be some of the unconscious biases that are showing up in my praxis?
   1. Does my praxis identify the interconnectedness of our world? If so, how?
   1. What are some of the internalized colonial mindsets that I notice in my content?
3. Through the discussion, learners will create a reflective writing of their existing practices, biases and mindsets and how that was challenged through the conversations. (This can be used as part of their digital portfolio)