Climate change in Greenlandic and Canadian teacher education programs
|Session Name||4.11 Education and capacity building about Polar regions through science: Tools, resources, and lessons engaging in education, outreach, and communication|
|Datetime||Sep 07, 2018 10:40 AM - 11:00 AM (UTC +3)|
|Author(s)||Lars Demant-Poort (University, Greenland), Paul Berger (Lakehead University, Canada)|
In teacher education programs climate change is most often taught solely in science education, or in specific climate change education courses. However, given the sheer scale of climate change, it is vital to examine how teachers in a broader sense regard their role in teaching climate change. The purpose of this project is to understand how student teachers in Greenland and Canada see themselves as prepared to teach climate change.
168 student teachers from the student teachers’ program at the University of Greenland and Lakehead University, Thunder Bay, Canada have participated in the survey with 44 respondents. The survey was an online questionnaire with 18 questions on climate change, and climate change in relation to education. Preliminary results outline student teachers that are worried about climate change, where 80% of the respondents find that climate change should be a subject in teacher training programs, whereas 30% of the respondents find that they are not prepared to teach climate change. Qualitative answers in the survey reveal student teachers that are concerned with teaching climate change better.
Preliminary conclusions points to a relevance for Climate change as a topic in teacher education programs. The majority of students find climate change as a relevant topic from primary school to secondary school. However, only 24% of the respondents feel very prepared or prepared to teach climate change.
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