Research | Forskning

This chapter describes the findings from a survey study on student experience of public schooling in Greenland. The goal of the study is to identify variables that influences students’ perspectives on schooling and on subjects. Findings from the study reveal that students are happy about school, but… This chapter describes the findings from a survey study on student experience of public schooling in Greenland. The goal of the study is to identify variables that influences students’ perspectives on schooling and on subjects. Findings from the study reveal that students are happy about school, but at the same time they experience a traditional approach to teaching, that is primarily based on reading in books and answering questions. Atuaruk

Communication | Formidling

Greenland, the world’s largest island, has more than 50 settlements and towns scattered along the coastline, from Siorapaluk in the very north to Aappilatoq more than 2.100 km further south. The vast distances between settlements pose logistical challenges for both schools and for teacher education.… Greenland, the world’s largest island, has more than 50 settlements and towns scattered along the coastline, from Siorapaluk in the very north to Aappilatoq more than 2.100 km further south. The vast distances between settlements pose logistical challenges for both schools and for teacher education. Greenland has immense social problems; many children grow up in homes with alcoholism, abuse and violence. The cultural distance between pupils and schooling is often also an issue. Many school-related challenges concern schools’ management, and teachers’ competencies. Teacher shortage, especially in smaller settlements, is a significant problem. Furthermore, teachers are expected to teach a variety of subjects that they are not trained to teach. On top of the challenges to primary and lower secondary schooling, there is a lack of Greenlandic teachers at the higher secondary school level, caused by the unavailability of sufficiently educated teachers from Greenland. Moreover, teacher education faces challenges in creating the conditions needed for interaction between theory and practice. The country has a colonial past but attained self-rule status in 2009. The purpose of this chapter is to explore the evolution of Greenlandic education and further explore the development of Greenlandic teacher education and its challenges. Atuaruk

Research | Forskning - peer review

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 an… 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. Atuaruk

Research | Forskning

PH.D. afhandlingen har som fokus at afdække tre forhold for naturfagsundervisningen og naturfagsdidaktikken i den grønlandske folkeskole. Feltarbejdet der ligger til grund for analyserne er gennemført på to byskoler og en bygdeskole. Analyserne leder frem til fire overordnede analysekapitler - afha… PH.D. afhandlingen har som fokus at afdække tre forhold for naturfagsundervisningen og naturfagsdidaktikken i den grønlandske folkeskole. Feltarbejdet der ligger til grund for analyserne er gennemført på to byskoler og en bygdeskole. Analyserne leder frem til fire overordnede analysekapitler - afhandlingens resultater. Det første analysekapitel afdækker et naturbegreb, og hvordan elevers begreber om natur har betydning for hvordan de forstår den natur der er en del af undervisningen. Det andet analysekapitel afdækker undervisningen i naturfag - set fra både elevens og lærerens perspektiv. Det tredje analysekapitel afdækker rammeforudsætningerne for lærernes undervisning i naturfag. Det fjerde og sidste analysekapitel afdækker hvordan det naturfaglige sprog bliver en del af naturfagsundervisningen. Atuaruk