Purpose This paper shares findings from a research project focused on the ways preservice English Language Arts teachers see possibilities for their own future climate literacy pedagogy at the intersection of artifactual writing practices (Pahl and Rowsell, 2010; Author, 2019) and climate education, which we refer to as artifactual climate writing. This paper aims to highlight the ways artifactual climate writing practices shift preservice teachers’ beliefs about bringing climate literacy practices to their future classrooms. Design/methodology/approach This study is qualitative and interpretive (Erickson, 1986). To understand the shifts that teachers’ experience through artifactual climate writing, analysis focuses on artifactual climate writing responses and reflections, with a consideration of the ways mediational means impact preservice teachers’ experiences in teaching climate writing. Findings Four interpretations highlight how preservice English Language Arts teachers in methods courses are making space to incorporate climate writing pedagogy through their own artifactual climate writing. Practical implications Findings from this study the ways English Language Arts methods courses can support preservice teachers in navigating their implementation of climate writing practices. Originality/value This study provides new theoretical and practical practices for English Language Arts methods courses and preservice English Language Arts teachers through artifactual climate writing.
Yoon et al. (Mon,) studied this question.