Geography teachers’ subject knowledge: an ethnographic study of three secondary school geography departments
This thesis explores geography teachers’ subject knowledge, contributing a detailed empirical study to the geography education research knowledge debate. School geography has been criticised for holding an out-dated, objectivist view of knowledge, which is widely attributed to its disconnection from academic geography.
Conceptualising school geography using Bernstein’s (2000) pedagogic device, this thesis applies a distinction between the ORF (official recontextualising field) and t...Expand abstract
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- University of Oxford
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