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A critical analysis of what ‘geography’ means to primary trainee teachers in England

Puttick, Steven and Paramore, John and Gee, Nick (2017) A critical analysis of what ‘geography’ means to primary trainee teachers in England. International Research in Geographical and Environmental Education. pp. 1-14. ISSN 1038-2046

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Official URL: http://dx.doi.org/10.1080/10382046.2017.1321304

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
Additional Information: Published by Taylor & Francis. All rights reserved. Reproduced in accordance with the publisher's self-archiving policy.
Uncontrolled Keywords: Primary geography, Primary teachers, Conceptions, Initial teacher education
Subjects: L Education > L Education (General)
Divisions: School of Teacher Development
Depositing User: Dr Steven Puttick
Date Deposited: 16 Jun 2017 16:21
Last Modified: 25 Oct 2018 01:02
URI: http://researchonline.bishopg.ac.uk/id/eprint/171

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