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.
Highlights
Undervisningsfagligheden blandt skolelærere i geografi er et relativt ubeskrevet forskningsfelt inden for den fagdidaktiske forskning i Danmark
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
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
Summary
En stor del af de danske geografilærere har ikke en formel undervisningskompetence (se tabel 1) i geografifaget, samtidig med at faget er et af de mindste skolefag i folkeskolens fagrække (Nikolajsen & Larsen, 2013). På den anden side kan de unge, i faget geografi, arbejde med vedkommende, aktuelle og spændende emner og problemstillinger som eleverne møder i deres hverdag. I nærværende artikel gives et billede af 8 geografilæreres egen forståelse af deres undervisningsfaglighed, forstået som Pedagogical Content Knowledge (PCK), set i forhold til emnet vejr og klimaændringer. Ud fra et didaktisk perspektiv lægger emnet også op til at man i undervisningen både sætter fokus på regionale problemstillinger, f.eks. Den intensiverede forekomst af oversvømmelser i Holland og Bangladesh, samtidig med at man i undervisningen også arbejder med den systematiske geografi; f.eks. Emnet klimaændringer kan således være medierende for geografilærernes syn på deres undervisningsfaglighed inden for et centralt emne i faget
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