Vol. 47 No. 2 (2019): 2|2019

The present issue sets an emphasis on the Geography teacher and explores matters concerning both in-service teachers and teacher training students. Focusing on in-service teachers, Sibylle Reinfried and Roland Kunze derived patterns of climate change interpretation as well as their impact on climate communication during classroom teaching. In contrast, Fögele et al. set up a typology of teacher training students based on a seminar dedicated to experiments.