Pub Date : 2022-04-03DOI: 10.1080/10382046.2022.2058349
J. Muller
Abstract This paper traces the sociological roots of the ‘knowledge turn’ and a concept centrally identified with it, ‘powerful knowledge’, beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into ‘curriculum of’ and ‘curriculum for’. It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue
{"title":"Powerful knowledge, disciplinary knowledge, curriculum knowledge: educational knowledge in question","authors":"J. Muller","doi":"10.1080/10382046.2022.2058349","DOIUrl":"https://doi.org/10.1080/10382046.2022.2058349","url":null,"abstract":"Abstract This paper traces the sociological roots of the ‘knowledge turn’ and a concept centrally identified with it, ‘powerful knowledge’, beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into ‘curriculum of’ and ‘curriculum for’. It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"20 - 34"},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41424344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1080/10382046.2021.2001983
Soon Singh Bikar, B. Rathakrishnan, Zulfikar Rabe, H. Mahat, Sabariah Sharif, R. Talin
Abstract Research shows that the number of Malaysian upper secondary school students electing geography as a study choice and their achievement level in the subject has declined. One reason appears to be a lack of motivation to study geography. However, limited research has been conducted to explore the impact of geographic information system (GIS) integrated teaching on underachieving geography students’ intrinsic motivation. The current study applied a mixed-method model to investigate this issue. Quantitative data were gathered through a quasi-experimental design, while qualitative data were collected through interviews with students. The treatment group included 44 students, with a control group of 40 students. A unit on type and distribution of world vegetation with GIS-integrated lesson material was given to the treatment group students. The same material was presented to the control group using conventional teaching methods. The quantitative data analysis revealed that the post-test mean score for intrinsic motivation among the experimental group student participants was significantly higher than that of the control group. The interview analysis results were consistent with the quantitative findings. The triangulation of the quantitative and qualitative data revealed that GIS-integrated teaching had a significantly positive impact compared to conventional teaching methods in enhancing participants’ intrinsic motivation.
{"title":"The impact of geography information system integrated teaching on underachieving students’ intrinsic motivation","authors":"Soon Singh Bikar, B. Rathakrishnan, Zulfikar Rabe, H. Mahat, Sabariah Sharif, R. Talin","doi":"10.1080/10382046.2021.2001983","DOIUrl":"https://doi.org/10.1080/10382046.2021.2001983","url":null,"abstract":"Abstract Research shows that the number of Malaysian upper secondary school students electing geography as a study choice and their achievement level in the subject has declined. One reason appears to be a lack of motivation to study geography. However, limited research has been conducted to explore the impact of geographic information system (GIS) integrated teaching on underachieving geography students’ intrinsic motivation. The current study applied a mixed-method model to investigate this issue. Quantitative data were gathered through a quasi-experimental design, while qualitative data were collected through interviews with students. The treatment group included 44 students, with a control group of 40 students. A unit on type and distribution of world vegetation with GIS-integrated lesson material was given to the treatment group students. The same material was presented to the control group using conventional teaching methods. The quantitative data analysis revealed that the post-test mean score for intrinsic motivation among the experimental group student participants was significantly higher than that of the control group. The interview analysis results were consistent with the quantitative findings. The triangulation of the quantitative and qualitative data revealed that GIS-integrated teaching had a significantly positive impact compared to conventional teaching methods in enhancing participants’ intrinsic motivation.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"304 - 319"},"PeriodicalIF":1.8,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46811455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10382046.2022.2018756
G. Kidman, C. Chang
When we mention mathematical thinking in geographical education, people naturally think about calculating representative fractions or determining the total fertility rate of a population. While mathematical thinking considers the heuristic strategies that the student can use in solving problems (Stacey, 2006), these strategies require skills and knowledge that draw on domains of numeracy, graphicacy and mathematical literacy. The COVID-19 pandemic has highlighted a state where citizens need basic mathematical literacy to navigate the increasing complexities of spatiality of the disease and its impact. For this article, we shall scope the discussion to primarily focus on mathematical literacy. From the World Health Organisation to local governments and the media, numerical information and mathematical representations have been circulated to keep citizens informed about the COVID-19 disease since the onset of the pandemic in early 2020. Citizenry needs to be able to critically consider political rhetoric to ensure that they understand the global spread of infection, the need for social distancing and the vaccination imperative. However, there is the assumption that people can interpret all the information and mathematical representations well. Terms that appear on our television screens and social media include mathematical modelling, infection rates, spread, doubling time, and reproduction number (the R-value). What do these numbers mean? To make matters worse, there are also numerous graphs that accompany these numbers in the reports. Hopefully, the terms used were clearly defined in these instances, but what if they were not? What if citizens were not paying attention to the media reports when the definitions were provided? A critical component of the pandemic media coverage is the visual imagery – the graphs and empathy invoking photographs that provide the human face of illness and mourning. We may not immediately think of the relationship between mathematical literacy and geography as how humans interact with each other, the environment and society. How we engage the information will certainly have implications for geographical education. Indeed, Chang and Kidman (2021) have argued that concepts like scale are crucial to understanding “places” and “landscapes” and what it means to live in a “tightly interconnected world” (International Geographical Union Commission on Geographical Education,
{"title":"Numbers and graphs - what sort of mathematical literacy do we need for geographical education in uncertain times","authors":"G. Kidman, C. Chang","doi":"10.1080/10382046.2022.2018756","DOIUrl":"https://doi.org/10.1080/10382046.2022.2018756","url":null,"abstract":"When we mention mathematical thinking in geographical education, people naturally think about calculating representative fractions or determining the total fertility rate of a population. While mathematical thinking considers the heuristic strategies that the student can use in solving problems (Stacey, 2006), these strategies require skills and knowledge that draw on domains of numeracy, graphicacy and mathematical literacy. The COVID-19 pandemic has highlighted a state where citizens need basic mathematical literacy to navigate the increasing complexities of spatiality of the disease and its impact. For this article, we shall scope the discussion to primarily focus on mathematical literacy. From the World Health Organisation to local governments and the media, numerical information and mathematical representations have been circulated to keep citizens informed about the COVID-19 disease since the onset of the pandemic in early 2020. Citizenry needs to be able to critically consider political rhetoric to ensure that they understand the global spread of infection, the need for social distancing and the vaccination imperative. However, there is the assumption that people can interpret all the information and mathematical representations well. Terms that appear on our television screens and social media include mathematical modelling, infection rates, spread, doubling time, and reproduction number (the R-value). What do these numbers mean? To make matters worse, there are also numerous graphs that accompany these numbers in the reports. Hopefully, the terms used were clearly defined in these instances, but what if they were not? What if citizens were not paying attention to the media reports when the definitions were provided? A critical component of the pandemic media coverage is the visual imagery – the graphs and empathy invoking photographs that provide the human face of illness and mourning. We may not immediately think of the relationship between mathematical literacy and geography as how humans interact with each other, the environment and society. How we engage the information will certainly have implications for geographical education. Indeed, Chang and Kidman (2021) have argued that concepts like scale are crucial to understanding “places” and “landscapes” and what it means to live in a “tightly interconnected world” (International Geographical Union Commission on Geographical Education,","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"1 - 4"},"PeriodicalIF":1.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46085753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-03DOI: 10.1080/10382046.2021.1995584
Gillian Kidman, Chew-Hung Chang
(2021). Reviewers. International Research in Geographical and Environmental Education: Vol. 30, No. 4, pp. 371-371.
(2021)。评论家。地理与环境教育国际研究，第30卷，第4期，第371-371页。
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Pub Date : 2021-10-08DOI: 10.1080/10382046.2021.1970967
Petr Knecht, Michaela Spurná
Abstract Many countries worldwide consider the demand for lowering the qualification level of teachers as a possible solution to the long-term lack of qualified teachers, aging teaching staff, and high teacher drop-out rate. In Czechia, geography is increasingly being taught by non-specialist teachers; therefore, we compared specialized and non-specialized geography teachers’ teaching conceptions. Drawing on previous robust qualitative research, we developed a questionnaire measuring teachers’ conceptions of geography teaching and surveyed Czech lower secondary in-service geography teachers (n = 530). Path analysis revealed that specialized geography teachers report longer and stronger relationships between the conceptions that may represent a wider range of geographies available to students. Non-specialized teachers demonstrated only a narrow and limited epistemological awareness of the subject. Our research serves as evidence supporting the inevitability of teachers’ specialization in the discipline.
{"title":"Does specialization in geography teaching determine teachers’ conceptions of geography teaching?","authors":"Petr Knecht, Michaela Spurná","doi":"10.1080/10382046.2021.1970967","DOIUrl":"https://doi.org/10.1080/10382046.2021.1970967","url":null,"abstract":"Abstract Many countries worldwide consider the demand for lowering the qualification level of teachers as a possible solution to the long-term lack of qualified teachers, aging teaching staff, and high teacher drop-out rate. In Czechia, geography is increasingly being taught by non-specialist teachers; therefore, we compared specialized and non-specialized geography teachers’ teaching conceptions. Drawing on previous robust qualitative research, we developed a questionnaire measuring teachers’ conceptions of geography teaching and surveyed Czech lower secondary in-service geography teachers (n = 530). Path analysis revealed that specialized geography teachers report longer and stronger relationships between the conceptions that may represent a wider range of geographies available to students. Non-specialized teachers demonstrated only a narrow and limited epistemological awareness of the subject. Our research serves as evidence supporting the inevitability of teachers’ specialization in the discipline.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"242 - 260"},"PeriodicalIF":1.8,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42181386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1080/10382046.2021.1977004
Rosario Del Rey, M. Ojeda, Joaquín A. Mora-Merchán, M. Nieves Sánchez-Díaz, B. Morgado, M. Lasaga
Abstract Environmental education is a decisive tool in the promotion of a citizenry committed to environmental sustainability. Among the current challenges, the management of water shortage is one of the main issues, thus addressing it from childhood is crucial to enhance the connection with nature. Few studies report on the impact of educational programmes about water on minors; therefore, this exploratory study values whether participating in environmental education programmes improves the environmental knowledge, attitudes and perception about water. The study sample was constituted by 607 students (8–16 years of age), from primary and secondary education. The results show evidence about the effectiveness of environmental education programmes about water. Particularly, the changes were greater when the environmental knowledge and perception were evaluated. There was an increase in the willing to learn and know more about environmental education and water. Educational strategies are provided for the future development of environmental education programmes.
{"title":"Environmental education: effects on knowledge, attitudes and perceptions, and gender differences","authors":"Rosario Del Rey, M. Ojeda, Joaquín A. Mora-Merchán, M. Nieves Sánchez-Díaz, B. Morgado, M. Lasaga","doi":"10.1080/10382046.2021.1977004","DOIUrl":"https://doi.org/10.1080/10382046.2021.1977004","url":null,"abstract":"Abstract Environmental education is a decisive tool in the promotion of a citizenry committed to environmental sustainability. Among the current challenges, the management of water shortage is one of the main issues, thus addressing it from childhood is crucial to enhance the connection with nature. Few studies report on the impact of educational programmes about water on minors; therefore, this exploratory study values whether participating in environmental education programmes improves the environmental knowledge, attitudes and perception about water. The study sample was constituted by 607 students (8–16 years of age), from primary and secondary education. The results show evidence about the effectiveness of environmental education programmes about water. Particularly, the changes were greater when the environmental knowledge and perception were evaluated. There was an increase in the willing to learn and know more about environmental education and water. Educational strategies are provided for the future development of environmental education programmes.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"282 - 303"},"PeriodicalIF":1.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43906874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/10382046.2021.1966210
J. Lidstone
In view of Stephen Hawking’s acknowledgement in A Brief History of Time (1988) of the warning from his publisher that, for every equation in the book, the readership would be halved, I am concerned that the title may dissuade many readers of International Research in Geographical and Environmental Education (IRGEE) from exploring Dr Papadimitriou’s magnificent exposition of spatial complexity any further. My purpose in this review, is to persuade geographical and environmental educators, who presumably form the main readership of this journal, that even if they feel less than confident in their understanding of complex systems, and feel intimidated by any formula longer than E = MC2, they have much pleasure, excitement and understanding to gain – even if they accept the invitation of the author to leave much of the mathematics for later. In his Acknowledgements at the start of the book, Dr. Papadimitriou reveals a little of what appears to have led him to the Renaissance-like erudition that emerges throughout his writing. He refers to the influences of his grandfather “who first taught me arithmetic and how to love numbers long before I went to school”, his grandmother Filanthi (her name means “friend of flowers”), “who instructed me how to look for the hidden “flower” (the hidden good) in all “difficulties” (I now consider in retrospect that she meant “complexities”, his father “who first initiated me in the challenges of geometric (spatial) thinking” and his mother “for orienting me, time and again, towards the exploration of the mysteries of geographical space”. Dr Papadimitriou explains further that, although his mother was a classicist and historian, “she firmly believed that space is the ultimate ruler of our lives, ... and, “while she always prompted me to simplify the unnecessarily complex, she also taught me the aesthetic pleasures of complexifying the dullness of extreme simplicity”. Such insights into early influences on the author’s own thought processes go far to explain how this book can help us as readers, and more specifically educators, to re-imagine the scope and contribution of geography to our own thinking and how we may guide the spatial awareness of our students in the future. In his Preface, Dr Papadimitriou attempts to answer five key questions:
{"title":"Book review: if you only read one book outside your normal area this year …","authors":"J. Lidstone","doi":"10.1080/10382046.2021.1966210","DOIUrl":"https://doi.org/10.1080/10382046.2021.1966210","url":null,"abstract":"In view of Stephen Hawking’s acknowledgement in A Brief History of Time (1988) of the warning from his publisher that, for every equation in the book, the readership would be halved, I am concerned that the title may dissuade many readers of International Research in Geographical and Environmental Education (IRGEE) from exploring Dr Papadimitriou’s magnificent exposition of spatial complexity any further. My purpose in this review, is to persuade geographical and environmental educators, who presumably form the main readership of this journal, that even if they feel less than confident in their understanding of complex systems, and feel intimidated by any formula longer than E = MC2, they have much pleasure, excitement and understanding to gain – even if they accept the invitation of the author to leave much of the mathematics for later. In his Acknowledgements at the start of the book, Dr. Papadimitriou reveals a little of what appears to have led him to the Renaissance-like erudition that emerges throughout his writing. He refers to the influences of his grandfather “who first taught me arithmetic and how to love numbers long before I went to school”, his grandmother Filanthi (her name means “friend of flowers”), “who instructed me how to look for the hidden “flower” (the hidden good) in all “difficulties” (I now consider in retrospect that she meant “complexities”, his father “who first initiated me in the challenges of geometric (spatial) thinking” and his mother “for orienting me, time and again, towards the exploration of the mysteries of geographical space”. Dr Papadimitriou explains further that, although his mother was a classicist and historian, “she firmly believed that space is the ultimate ruler of our lives, ... and, “while she always prompted me to simplify the unnecessarily complex, she also taught me the aesthetic pleasures of complexifying the dullness of extreme simplicity”. Such insights into early influences on the author’s own thought processes go far to explain how this book can help us as readers, and more specifically educators, to re-imagine the scope and contribution of geography to our own thinking and how we may guide the spatial awareness of our students in the future. In his Preface, Dr Papadimitriou attempts to answer five key questions:","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"366 - 370"},"PeriodicalIF":1.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/10382046.2021.1981037
C. Chang, G. Kidman
International Research in Geographical and Environmental Education (IRGEE) celebrates its 30th anniversary in 2022. Our founding Editors would certainly have envisioned that the journal would provide an outlet for top quality publications in the fields of geographical and environmental education. The journal has certainly lived up to that expectation – it has become a top tier journal in the education domain in Scopus since 2019. The editorial in the inaugural issue some 30 years ago written by Rod Gerber and John Lidstone started with the sentence “It has become a cliché to say that we live in a changing world” (Gerber & Lidstone, 1992 p. 1). The first issue curated original research articles on syllabus design (Stoltman, 1992), helping students solve geographical problems (Lee, 1992), map reading (Gerber, Lidstone, & Nason, 1992), enhancing geographical inquiry (Neighbour, 1992), and awareness of environmental issues (Karpik, 1992). In fact, any of the paper titles in the first issue are of interest to someone reading an issue in IRGEE in the year 2021. It seems that the sentence still holds immense validity thirty years on, reaffirming the relevance of the scope of the journal in documenting the developments in the academic discourses on geographical and environmental education. As a way to consider IRGEE’s journey over the last three decades, the notion of ‘connections’, as used as the theme of the recent International Geographical Union (IGU) Commission on Geographical Education (CGE) Conference in Prague in August 2021, is utilised to frame the article. Three types of connections become apparent as we look back at the discourses in the journal over these few decades. Firstly, the connection between geographical and environmental education has been featured in the journal’s title right from the beginning. The founding of the journal happened at a time when the first International Charter for Geographical Education (referred to as the Charter for the rest of this article) was being formulated. In fact, the Charter was released by IGU in 1992, the same year that IRGEE published its first volume. The relationship between geographical and environmental education was made explicit in the Charter. Indeed, geographical education contributes to environmental education by “ensuring that individuals become aware of the impact of their own behaviour and that of their societies, have access to accurate information and skills to enable them to make environmentally sound decision, and to develop an environmental ethic to guide their action” (CGE, 1992 p. 9). The inclusion of both “geographical” and “environmental” education was not just a convenient coincidence but it represents the intention to highlight the connection between these two domains of work for a common goal.
{"title":"Connections in a changing world – reflections from international research in geographical and environmental education","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2021.1981037","DOIUrl":"https://doi.org/10.1080/10382046.2021.1981037","url":null,"abstract":"International Research in Geographical and Environmental Education (IRGEE) celebrates its 30th anniversary in 2022. Our founding Editors would certainly have envisioned that the journal would provide an outlet for top quality publications in the fields of geographical and environmental education. The journal has certainly lived up to that expectation – it has become a top tier journal in the education domain in Scopus since 2019. The editorial in the inaugural issue some 30 years ago written by Rod Gerber and John Lidstone started with the sentence “It has become a cliché to say that we live in a changing world” (Gerber & Lidstone, 1992 p. 1). The first issue curated original research articles on syllabus design (Stoltman, 1992), helping students solve geographical problems (Lee, 1992), map reading (Gerber, Lidstone, & Nason, 1992), enhancing geographical inquiry (Neighbour, 1992), and awareness of environmental issues (Karpik, 1992). In fact, any of the paper titles in the first issue are of interest to someone reading an issue in IRGEE in the year 2021. It seems that the sentence still holds immense validity thirty years on, reaffirming the relevance of the scope of the journal in documenting the developments in the academic discourses on geographical and environmental education. As a way to consider IRGEE’s journey over the last three decades, the notion of ‘connections’, as used as the theme of the recent International Geographical Union (IGU) Commission on Geographical Education (CGE) Conference in Prague in August 2021, is utilised to frame the article. Three types of connections become apparent as we look back at the discourses in the journal over these few decades. Firstly, the connection between geographical and environmental education has been featured in the journal’s title right from the beginning. The founding of the journal happened at a time when the first International Charter for Geographical Education (referred to as the Charter for the rest of this article) was being formulated. In fact, the Charter was released by IGU in 1992, the same year that IRGEE published its first volume. The relationship between geographical and environmental education was made explicit in the Charter. Indeed, geographical education contributes to environmental education by “ensuring that individuals become aware of the impact of their own behaviour and that of their societies, have access to accurate information and skills to enable them to make environmentally sound decision, and to develop an environmental ethic to guide their action” (CGE, 1992 p. 9). The inclusion of both “geographical” and “environmental” education was not just a convenient coincidence but it represents the intention to highlight the connection between these two domains of work for a common goal.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"279 - 282"},"PeriodicalIF":1.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-16DOI: 10.1080/10382046.2021.1978210
J. Usher
Abstract There is limited research pertaining to primary teachers’ practices in geography education in the Republic of Ireland (RoI). Geography is one of only primary curriculum subjects which has never been reviewed since its enactment in 1999. This study addresses this research gap, establishing clarity on current teaching practices by presenting a large-scale nationwide survey of Irish primary teachers’ teaching methods for geography and their confidence in teaching the subject. This survey (with 1,013 respondents, a confidence level of 99% and a 5% margin for error) found Irish primary teachers’ use of child-centred experiential learning methods in their teaching of geography to be limited and inconsistent. Moreover, while teachers recognised the importance of the local area to the Irish curriculum, they were found to devote a small number of lessons to it, thus not reflecting the emphasis placed on it within the curriculum. The main reasons given for this included a lack of content knowledge, pedagogical knowledge and resources pertaining to the local area. Furthermore, while the respondents self-reported as being between somewhat confident and fairly confident in their teaching of geography, results pertaining to use of fieldwork indicate that many have limited perceptions of geography.
{"title":"How is geography taught in Irish primary schools? A large scale nationwide study","authors":"J. Usher","doi":"10.1080/10382046.2021.1978210","DOIUrl":"https://doi.org/10.1080/10382046.2021.1978210","url":null,"abstract":"Abstract There is limited research pertaining to primary teachers’ practices in geography education in the Republic of Ireland (RoI). Geography is one of only primary curriculum subjects which has never been reviewed since its enactment in 1999. This study addresses this research gap, establishing clarity on current teaching practices by presenting a large-scale nationwide survey of Irish primary teachers’ teaching methods for geography and their confidence in teaching the subject. This survey (with 1,013 respondents, a confidence level of 99% and a 5% margin for error) found Irish primary teachers’ use of child-centred experiential learning methods in their teaching of geography to be limited and inconsistent. Moreover, while teachers recognised the importance of the local area to the Irish curriculum, they were found to devote a small number of lessons to it, thus not reflecting the emphasis placed on it within the curriculum. The main reasons given for this included a lack of content knowledge, pedagogical knowledge and resources pertaining to the local area. Furthermore, while the respondents self-reported as being between somewhat confident and fairly confident in their teaching of geography, results pertaining to use of fieldwork indicate that many have limited perceptions of geography.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"337 - 354"},"PeriodicalIF":1.8,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45977118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.1080/10382046.2021.1973254
F. Fischer
Abstract Despite the preparatory service as a second practical phase of teacher training, German secondary geography teachers often experience a reality shock at the beginning of their teaching careers. Teacher trainers, the teacher educators of the second phase, guide trainee teachers through their transition from university to school. This qualitative study provides beneficial insights on geography trainee teachers’ school practice from an expert point of view. Twenty-three teacher trainers from twelve different German states were interviewed. The data material was analysed with Mayring’s qualitative content analysis. It was found that trainee teachers’ preconditions vary massively, especially in terms of geography didactical knowledge (PCK). However, their average PCK preconditions seem to have improved over the last years. The teacher trainers perceive several subject-specific difficulties in the beginners’ lessons, e.g. didactic reduction or applying geography didactical theory. Furthermore, the empirical data reveals the experts’ perspectives on competencies of excellent geography trainee teachers. A need for a greater focus on actual teaching in initial teacher training as well as discrepancies between the different phases of geography teacher education are addressed at the end of the article.
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