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dc.contributor.authorFavier, Tim
dc.contributor.authorvan Gorp, Bouke
dc.contributor.authorCyvin, Jakob Bonnevie
dc.contributor.authorCyvin, Jardar
dc.date.accessioned2022-05-10T13:57:59Z
dc.date.available2022-05-10T13:57:59Z
dc.date.created2021-07-20T10:34:21Z
dc.date.issued2021
dc.identifier.citationJournal of Geography in Higher Education. 2021, 45 (4), 594-620.en_US
dc.identifier.issn0309-8265
dc.identifier.urihttps://hdl.handle.net/11250/2995119
dc.description.abstractClimate change adaptation is a notorious example of a wicked problem. Teachers need to have extensive knowledge to design high-quality education that addresses the wickedness and contributes to wicked problem-solving. The components of the knowledge basis for teaching climate change issues can be highlighted with the Pedagogical Content Knowledge (PCK) framework. In the international, interdisciplinary course EduChange, pre-service teachers built their content knowledge and pedagogical content knowledge. They took part in a training week, where they explored issues related to climate change in different regions, acquainted themselves with place-based education and fieldwork, and were trained in educational design. Subsequently, they developed lessons for secondary schools. This paper describes the structure of the course, and explores how it contributed to the development of the PCK of the pre-service teachers. Survey data and interviews show that the participants valued the course. Although the pre-service teachers said the course contributed considerably to the development of their PCK, the lessons developed varied in respect to the wicked characteristics that were addressed and their potential for stimulating progression in wicked problem-solving.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleLearning to teach climate change: students in teacher training and their progression in pedagogical content knowledgeen_US
dc.title.alternativeLearning to teach climate change: students in teacher training and their progression in pedagogical content knowledgeen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber594-620en_US
dc.source.volume45en_US
dc.source.journalJournal of Geography in Higher Educationen_US
dc.source.issue4en_US
dc.identifier.doi10.1080/03098265.2021.1900080
dc.identifier.cristin1922195
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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