| dc.description.abstract | In this paper, we investigate the characteristics of pre-service teachers’ problem-posing activities on a modelling problem related to refugee crises. We use socio-critical perspectives of modelling and problem-posing. We draw on data from one group of pre-service teachers’ assignment and follow-up interviews, where they reported on their experiences of planning and implementing the modelling activity with 7th-grade students. After thematic coding, we found multiple characteristics in pre-service teachers’ reflections. We focus on those regarding posing questions with the students linked to the refugee crisis, feeling the numbers, taking action as part of the classrooms’ modelling activity, and modelling for lived democracy. We consider these characteristics relevant for teacher educators to support problem-posing in modelling activities related to socio-critical issues. | en_US |
