Professional Development and Curriculum Decision Making in Primary Geography
This content discusses the disparity between Initial Teacher Education (ITE) and current teacher practices in geography education, emphasizing the importance of effective teaching principles, pedagogical content knowledge, and continual professional development for teachers in the field.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
We Are All Geographers Teachers Professional Development and Curriculum Decision Making in Primary Geography
WHO AM I? Primary School Teacher, Dublin Curriculum Geography Department, Dublin City University Masters of Education
Initial Considerations 2. DISPARITY BETWEEN ITE AND CURRENT TEACHER PRACTICES 1. LITERATURE IS RELATIVELY SCARCE
Principles of Effective Geography Teaching and Learning Children s Previous Knowledge and Ethnogeography (Martin, 2008) Enquiry-Based Learning Use of Outdoors and Locality
Emerging from Relevant Literature Pedagogical Content Knowledge Shulman describes PCK as the knowledge that teachers possess which allows them to deliver their academic knowledge through analogies, illustrations, examples, explanations, and demonstrations (p. 9), in a way which their students can understand and take on as their own knowledge. It also includes the ability of the teacher to identify preconceptions and use these as a basis for future learning and construction of knowledge. Shulman, 1986, p. 9
PCK Relevant to Geography Education Framework for PCK- G (Blankman et al., 2015, p. 84)
Continual Professional Development What motivates teachers to participate? What is the impact of CPD on teachers thinking and practices?
Qualitative Study - a detailed picture Research Design Action research element CPD sessions
Elements impacting How the PGC is delivered Elements impacting What is taught Findings Elements impacting Why teachers make decisions around the PGC
Elements Teachers own school experience Impacting How the PGC is Delivered Teaching methodologies Outdoor learning and fieldwork The role of the teacher
Elements Teachers subject-matter knowledge and pedagogical knowledge Impacting What aspects of the PGC is taught The Planning Process Local Studies
Elements Impacting Why Teachers make Decisions around the PGC Community of Practice Teachers attitudes towards the school s locality Teacher Identity
Community of Practice as an Effective Form of Participants felt more supported after CPD Improved school-wide planning Sense of recognition as teachers Practical Implications CPD Improved motivation to engage with CPD
Key Findings and Implications AS A WHOLE, TEACHERS IN THE STUDY WERE NOT USING THE SCHOOL S LOCALITY AS A METHOD OF DELIVERING THE PGC ATTITUDES AND PRACTICES REGARDING USE OF THE LOCALITY WERE POSITIVELY IMPACTED BY CPD SESSIONS. TEACHERS WERE AWARE OF METHODOLOGIES OUTLINED IN PGC BUT WERE NOT FOUND TO BE IMPLEMENTING THEM IN THEIR OWN TEACHING. EFFECTIVENESS OF COMMUNITY OF PRACTICE AS A FORM OF CPD RECEIVED WITH POSITIVITY AND ENTHUSIASM.
. And What Happened Since? Teachers have continued to meet to discuss the Geography plan Frequency of fieldwork has increased Similar CoP groups have been established for History The Whole-School Plan has eliminated repetition of the curriculum and improved progression Teachers are expressing increased interest in practical CPD and general upskilling
Questions and Answers
Bibliography Blankman, M., van der Schee, J., Volman, M., & Boogaard, M. (2015). Primary teacher educators perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training. International Research in Geographical and Environmental Education, 24(1), 80 94. https://doi.org/10.1080/10382046.2014.967110 Chalmers, L., & Keown, P. (2006). Communities of practice and professional development. International Journal of Lifelong Education, 25(2), 139 156. https://doi.org/10.1080/02601370500510793 Martin, F. (2008). Knowledge Bases for Effective Teaching: Beginning Teachers Development As Teachers of Primary Geography. International Research in Geographical and Environmental Education, 17(1), 13 39. https://doi.org/10.2167/irgee226.0 Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4 14. https://doi.org/10.3102/0013189X015002004
