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

Abstract

Abstract

University-based teacher educators in teacher preparation programs (TPPs) are tasked with preparing preservice teachers (PSTs) to design meaningful and engaging learning experiences for diverse elementary students. In rural contexts, this work often involves supporting PSTs in making instruction more relevant through place-conscious approaches that connect classroom learning to students’ local communities, experiences, and identities. However, engaging students in locally relevant topics, particularly complex and potentially contentious environmental issues such as energy transitions (ETs), requires PSTs to navigate multiple perspectives and community tensions, which can challenge their teaching confidence and self-efficacy. Despite this need, TPPs often lack explicit models that demonstrate how to design and facilitate inquiry-based, place-conscious instruction around difficult topics. In response, this article outlines the development and implementation of a College, Career, and Civic Life (C3) Framework-aligned instructional sequence used by a rural teacher educator to model for PSTs how they can: (1) locate place-conscious primary sources and materials, (2) design inquiry-driven activities for elementary students, and (3) implement inquiry driven tasks alongside place-conscious materials to encourage classroom discourse around complex environmental topics such as ETs. Implications are discussed for how discourse-driven, place-conscious instructional sequences can be used within TPPs to support PSTs’ development of teaching self-efficacy and confidence, as well as directions for future research on preparing teachers to engage elementary students in meaningful inquiry around difficult, locally relevant issues.