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The pedagogical content knowledge of Danish geography teachers in a changing schooling context
School of Education and Pedagogy, Aarhus University and VIA University College, Denmark.
2016 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, 1-22 p.Article in journal (Refereed) Published
Abstract [en]

This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI).

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2016. no 2016:1, 1-22 p.
Keyword [en]
GEOGRAPHY TEACHERS, WEATHER FORMATION AND CLIMATE CHANGE, KNOWLEDGE AND BILDUNG
National Category
Didactics Social and Economic Geography
Research subject
Geography
Identifiers
URN: urn:nbn:se:kau:diva-46960OAI: oai:DiVA.org:kau-46960DiVA: diva2:1047502
Available from: 2016-11-17 Created: 2016-10-28 Last updated: 2016-11-17Bibliographically approved

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In the same journal
Nordidactica: Journal of Humanities and Social Science Education
DidacticsSocial and Economic Geography

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