"We are not being taught sustainable citizenship!": Podcasts for critical science literacy in teacher education

Valeria Cabello; Carmen Gloria Zúñiga; Cesar Amador Valbuena; Franklin Manrique; María Jesús Albarrán; Ana Moncada-Arce

doi:10.31129/LUMAT.12.2.2135

Authors

Valeria Cabello Facultad de Educación, Pontificia Universidad Católica de Chile, Chile; Millennium Nucleus for the Study of the Development of Early Mathematics Skills (MEMAT) NCS2021_014; Research Center for Integrated Disaster Risk Management (CIGIDEN), ANID/FONDAP 2023/1523A0009 https://orcid.org/0000-0001-6190-9187
Carmen Gloria Zúñiga Facultad de Educación, Pontificia Universidad Católica de Chile, Chile https://orcid.org/0000-0001-6031-9687
Cesar Amador Valbuena Independent researcher https://orcid.org/0009-0007-5084-9976
Franklin Manrique Facultad de Química y Biología, Universidad de Santiago de Chile, Chile
María Jesús Albarrán Independent researcher https://orcid.org/0009-0009-0579-7825
Ana Moncada-Arce Departamento de Estudios Pedagógicos, Universidad de Chile, Chile https://orcid.org/0000-0002-6160-337X

DOI:

https://doi.org/10.31129/LUMAT.12.2.2135

Keywords:

initial teacher education, sustainability, podcasts, chemistry preservice teachers

Abstract

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

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