T T Favier
Biographic Data
| ID | 6467197 |
|---|---|
| NAME | T T Favier |
| GIVEN NAMES | T T |
| FAMILY NAME | Favier |
| SIGNATURE | FAVIER T T |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-5566-3512 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Orientations of Chinese Geography Teachers Towards Climate Change Education
In 2017, China introduced a competencies-based senior high school geography curriculum emphasizing the Sustainable Development Goals (SDGs), particularly global climate change. Geography textbooks present climate change as an exemplary case, integrating standards on climate systems, climate change and sustainable development. This study investigates how fifteen secondary geography teachers prioritize learning goals for climate change education an…
Geography excursions with a smartphone app or a teacher
Recent advancements in geospatial technologies enable geography students to explore outdoor phenomena independently, without teacher guidance. Several authors argue that smartphone apps can effectively replace the teacher in excursions, addressing challenges such as teachers' limited availability. However, empirical research comparing the actual and perceived learning outcomes of excursions with a smartphone app versus excursions with a teacher r…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
Learning to teach climate change
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…
Learning to teach climate change
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…
Geography excursions with a smartphone app or a teacher
Recent advancements in geospatial technologies enable geography students to explore outdoor phenomena independently, without teacher guidance. Several authors argue that smartphone apps can effectively replace the teacher in excursions, addressing challenges such as teachers' limited availability. However, empirical research comparing the actual and perceived learning outcomes of excursions with a smartphone app versus excursions with a teacher r…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
Learning to teach climate change
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…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
Orientations of Chinese Geography Teachers Towards Climate Change Education
In 2017, China introduced a competencies-based senior high school geography curriculum emphasizing the Sustainable Development Goals (SDGs), particularly global climate change. Geography textbooks present climate change as an exemplary case, integrating standards on climate systems, climate change and sustainable development. This study investigates how fifteen secondary geography teachers prioritize learning goals for climate change education an…
Geography excursions with a smartphone app or a teacher
Recent advancements in geospatial technologies enable geography students to explore outdoor phenomena independently, without teacher guidance. Several authors argue that smartphone apps can effectively replace the teacher in excursions, addressing challenges such as teachers' limited availability. However, empirical research comparing the actual and perceived learning outcomes of excursions with a smartphone app versus excursions with a teacher r…
Pedagogy (4 works) · Psychology (4 works) · Geography Education and Pedagogy (3 works) · Mathematics education (3 works) · Sociology (3 works) · Climate change (2 works) · Educator Training and Historical Pedagogy (2 works) · Environmental Education and Sustainability (2 works) · Geography (2 works) · Global Education and Multiculturalism (2 works)