Journal article
A critical account of what “geography” means to primary trainee teachers in England
- 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.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Authors
- Publisher:
- Informa UK Limited
- Journal:
- International Research in Geographical and Environmental Education More from this journal
- Volume:
- 27
- Issue:
- 2
- Pages:
- 165-178
- Publication date:
- 2017-04-24
- Acceptance date:
- 2017-04-17
- DOI:
- EISSN:
-
1747-7611
- ISSN:
-
1038-2046
- Language:
-
English
- Keywords:
- Pubs id:
-
1061414
- Local pid:
-
pubs:1061414
- Deposit date:
-
2020-10-15
Terms of use
- Copyright holder:
- Informa UK
- Copyright date:
- 2017
- Rights statement:
- © 2017 Informa UK Limited, trading as Taylor & Francis Group
- Notes:
- This is the accepted manuscript version of the article. The final version is available from Taylor and Francis at: https://doi.org/10.1080/10382046.2017.1321304
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