ABSTRACT

Climate 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.

摘要

气候变化适应是一个邪恶问题的臭名昭著的例子。教师需要广泛的知识来设计高质量的教育，以解决邪恶并有助于解决邪恶的问题。教学内容知识 (PCK) 框架可以突出显示用于教授气候变化问题的知识基础的组成部分。在国际化、跨学科的课程 EduChange 中，职前教师建立了他们的内容知识和教学内容知识。他们参加了一个培训周，在那里他们探索了不同地区与气候变化相关的问题，熟悉了基于地方的教育和实地考察，并接受了教育设计方面的培训。随后，他们为中学开发了课程。本文描述了课程的结构，并探讨它如何促进职前教师 PCK 的发展。调查数据和访谈表明，参与者重视这门课程。尽管职前教师表示该课程对他们 PCK 的发展做出了很大贡献，但所开发的课程在所解决的邪恶特征及其在解决邪恶问题方面促进进步的潜力方面各不相同。