A critical account of what ‘geography’ means to primary trainee teachers in England
Puttick, S., Paramore, J. and Gee, N. (2017) A critical account of what ‘geography’ means to primary trainee teachers in England. International Research in Geographical and Environmental Education, 27 (2). pp. 165-178. ISSN 1038-2046
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Abstract
Research on trainee teachers’ conceptions of geography has criticised their views for being limited, and failing to appreciate the breadth or depth of geography. A body of research in this area has developed over the past two decades, producing well-established classifications through which to analyse conceptions of geography. This contribution breaks from these classifications by offering a critical review of the existing literature and then, drawing on critical theory, distinguishing between geography as knowing, understanding, and acting. Findings from a survey of first year undergraduate primary trainee teachers (n = 42) are analysed through this critical framework, and it is argued that there is a distinct Cartesian duality in the way that respondents see the world as an object of study for learners as cognising subjects. This is argued to be problematic and, in response, a moral vision for school geography is outlined that represents geography in terms of a critical praxis.
| Item Type: | Article |
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| Additional Information: | Published by Taylor & Francis. All rights reserved. Reproduced in accordance with the publisher's self-archiving policy. |
| Divisions: | School of Teacher Development |
| Depositing User: | Dr Steven Puttick |
| Date Deposited: | 16 Jun 2017 16:21 |
| Last Modified: | 10 Sep 2019 15:54 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/171 |
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