Energy transitions and the C3 inquiry arc: modeling an inquiry-driven unit for rural elementary preservice teachers

University-based teacher preparation programs (TPPs) face challenges in equipping preservice teachers (PSTs) from rural areas to teach complex, locally relevant environmental topics like energy transitions. These topics, while important for place-conscious learning, can involve navigating contentious community perspectives, which may reduce teaching confidence and self-efficacy among PSTs. There is a noted lack of explicit models within TPPs to address this specific pedagogical need effectively.

Why it matters

This challenge highlights a systemic gap in educational preparedness for addressing critical, locally relevant environmental issues. It affects the quality of future education on sustainability and energy, potentially limiting how younger generations understand and engage with pressing societal challenges within their own communities. Addressing this gap is crucial for fostering informed citizenship and effective community engagement.

Key insights

• Teacher preparation programs are responsible for preparing preservice teachers to create engaging learning experiences for elementary students.
• Rural educational contexts emphasize place-conscious approaches, connecting learning to local communities and student identities.
• Teaching complex and potentially contentious environmental issues, such as energy transitions, requires preservice teachers to navigate diverse perspectives and community tensions.
• Navigating contentious topics can challenge preservice teachers' teaching confidence and self-efficacy.
• A gap exists in teacher preparation programs regarding explicit models for effectively teaching complex, locally relevant topics.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1851938