Collective Pedagogical Content Knowledge on Climate Change: An Exploratory Study with In-Service Teachers

Climate change threatens the stability of both planetary ecological and sociocultural systems. National and international organizations advocate for advancements in surveillance, contextual acknowledgment, and adaptation methodologies across all tiers and domains, encompassing education. Consequently, this study examines the development of Collective Pedagogical Content Knowledge (cPCK) related to climate change among elementary educators, employing a collective case study approach based on the Refined Consensus Model. This research aimed to integrate professional expertise and skills into a framework focused on climate education. Data were collected through collaborative meetings and the implementation of a teaching sequence designed by an interdisciplinary team. Results show significant improvements in Teachers’ Knowledge of content and curriculum related to climate change. However, assessment methods were less developed, revealing gaps that require further investigation. Overall, key components contributing to the formation of cPCK for climate change education emerged, highlighting the role of local context, collaboration, and shared reflection in fostering meaningful teaching and learning processes.