Danske geografilærers opfattelse af egen lærerprofessionalisme ift. at undervise i klimaændringer

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Abstract

This paper reports from research examining eight Geography teachers’ own perceptions of their teaching professionalism, understood as Pedagogical Content Knowledge (PCK), in relation to the topic of climate change. Apparently, Geography teachers with a strong academic profile in Physical Geography and natural science are more familiar to teach the sub-subject of weather formation in connection to climatic change, than Geography teachers with a strong academic profile in Human Geography and social science. The teachers orientated against Human Geography put emphasis on the more problem-oriented/discursive aspects of teaching climate change, some of them neglecting parts of the curriculum focused on weather formation. Most of the interviewed Geography teachers emphasize the collegial cooperation with science colleagues e.g. during professional development activities, when reflecting on their own teaching professionalism.
Bidragets oversatte titelDanske geografilærers opfattelse af egen lærerprofessionalisme ift. at undervise i klimaændringer
OriginalsprogEngelsk
TidsskriftLUMAT: Research and Practice in Math, Science and Technology Education
Vol/bind3
Udgave nummer2
Sider (fra-til)187-200
Antal sider14
ISSN2323-7112
StatusUdgivet - 30 jun. 2015

Emneord

  • professionsdidaktik
  • naturvidenskabelige fag

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