“It is not something that has been discussed”: Climate change in teacher education in Greenland and Canada
“It is not something that has been discussed”: Climate change in teacher education in Greenland and Canada
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“这不是已经讨论过的事情”：格陵兰岛和加拿大教师教育的气候变化
DOI：
10.1080/10899995.2020.1858265
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发表时间：
2021
影响因子：
--
通讯作者：
Paul Berger
中科院分区：
文献类型：
--
作者：
Lars Demant;Paul Berger
摘要我们描述了一项关于格陵兰和加拿大中小学教师对气候变化教学和教师教育计划的看法的探索性研究的结果。格陵兰岛和加拿大正在经历比全球平均水平更快的变暖。因此，气候复原力非常重要，需要教授气候变化，以促进创新和适应，并培养年轻公民参与关于减缓的政策辩论。格陵兰大学和湖首大学的45名PST回答了一项主要由李克特量表和开放式问题组成的调查。我们发现，PST需要更多关于气候变化的知识，而跨学科，几乎所有人都想教气候变化，并认为准备这样做应该是初始教师教育的一部分。
Abstract We describe findings from an exploratory study on Greenlandic and Canadian preservice teachers’ (PSTs’) views on climate change teaching and teacher education programs. Greenland and Canada are experiencing more rapid warming than the global average. Climate resilience is thus of great importance and climate change needs to be taught to foster innovations and adaptation and to prepare young citizens to be engaged participants in policy debates about mitigation. Forty-five PSTs at the University of Greenland and Lakehead University answered a survey comprised mainly Likert Scale and open-ended questions. We found that PSTs need more knowledge about climate change, while, across disciplines, almost all would like to teach climate change and believe that preparing to do so should be a part of initial teacher education.