Abstract
The new national education curricula incorporate the issues of climate change and the erosion of biodiversity. We find ourselves in a context where teaching tasks are becoming more complex, since these issues go beyond the scope of subject teaching. This means that, in addition to the usual tasks, we also have to think about the changes and, if necessary, take action. From the point of view of the epistemologies of 'educating for' (cross-disciplinary curriculum), we identify that teaching positions depend on opinions, attitudes and strategies. From an empirical point of view, we identify seven different postures of primary school teachers and analyse the supports and obstacles to this climate change education in relation to their perceived power to act.