Geography Pedagogy: Subject-Specific Approaches
Pedagogical strategies tailored for geography education, including culturally relevant methods and ideologies. Analyzing the evolution of pedagogy and its impact on teaching and learning approaches.
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Presentation Transcript
Is there a subject-specific pedagogy for geography? And if so, how can we describe it? Dr Clare Brooks UCL Institute of Education (images removed)
What pedagogy can lead to deeper geographical understanding?
Pedagogy and Culture culturally relevant pedagogy, productive pedagogies, culturally explicit pedagogies, pedagogies of reciprocity
Ideological traditions and geography Ideological traditions and geography: a simplified analysis. (Rawling, 2001, p 32)
Mathematics Views ... Where mathematics is ... The formalism-related view an exact science developed by deduction The scheme-related view a collection of terms, rules and formulae; The process-related view a science of problem-solving processes discovery of structure and regularities; The application-related view a science which is relevant for society and life
Thinking like an artist Rembrandt: Selfie 3192by Loopydave
To understand pedagogy ... Aims and purposes of the subject Academic Practical Knowledge application Scholarly everyday And its cultural context
But... pedagogy is changing Become a language to talk about learning Impact of Strategies, focus on AFL BLP, Kagan structures Teaching and learning strategies Instrumental and technical Reduced importance Cultural context Relationship with student The subject
Could Didaktiks help? Nordic, Germanic and French traditions Didaktik and fachdidaktik Most closely related to pedagogy, sometimes translated as formation, but tends to place what is being taught first What? How? Why? Why? What? How? Why? What? Towards what?
Didaktik triad and triangle Content Teacher Student
Didaktik triangle Content Teacher Student
With a re-emphasis on cultural context Society School Instruction Content Teacher Student
Subject specific pedagogy with Fachdidaktik Can go beyond the selection and presentation of content Is informed by awareness of the purpose of the subject Is transformed (transposed) by the perspective of the teacher Is guided by where the student is at, Is aware of the significance of the cultural context
