Abstract
Teacher education for climate change readiness is a key feature for resilient societies and a necessary adaptation strategy for climate change response. In this chapter we focus on the challenges involved in training pre-service teachers in the use of student aspirations as the basis for geographic instruction about climate change. We make connections with future geography careers that support students who aspire to solve climate-related problems in their future careers and activities as citizens. We have synthetised these connections in a model for teacher education using the powerful geography approach. Geography plays an important role as knowledge basis to explore career paths for climate action, in particular for pre-service teachers that are starting their training. Thus, the model is climate pertinent in a region of desertification, water scarcity and livelihood loss in Chile and contributes to teacher education by enabling teachers the professional competences to navigate climate changed geographies.
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Acknowledgements
This research was conducted with the support and funding granted by the Pontificia Universidad Católica de Valparaíso to the UMDU project INV.GEO.01 for improvement, innovation and research in higher education teaching. We are grateful to our students that bring into the discussion challenging topics that are key for our future.
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Salinas Silva, V., Vargas Sandoval, V., Soto Lillo, P. (2024). Learning How to Become a Teacher in Climate Changed Geographies: A Powerful Geography Model for Climate Action in Chile. In: Solem, M., Boehm, R.G., Zadrozny, J. (eds) Powerful Geography. Springer, Cham. https://doi.org/10.1007/978-3-031-54845-1_6
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