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Know the Subject and How to Teach It: Using the GEOGstandards to Develop Pedagogical Practice amongst Pre-Service Geography Teachers before and during Professional Experience

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Title: Know the Subject and How to Teach It: Using the GEOGstandards to Develop Pedagogical Practice amongst Pre-Service Geography Teachers before and during Professional Experience
Language: English
Authors: Caldis, Susan, Cavanagh, Michael, Ryan, Mary
Source: Geographical Education. 2022 35:33-45.
Availability: Australian Geography Teachers' Association. PO Box 315 Artarmon NSW 1570, Australia. Tel: 0437-897-993; Web site: http://www.agta.asn.au/Resources/GeographicalEducation/index.php
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Geography, Theory Practice Relationship, Foreign Countries, Teaching Methods, Student Attitudes, Academic Standards
Geographic Terms: Australia
ISSN: 0085-0969
2204-0242
Abstract: A set of teaching standards for the subject of geography was developed by the profession for the profession and intended for use as a reflective tool for professional practice. These GEOGstandards were empirically generated from the practice of experienced, specialist geography teachers from across Australia. However, little is known about the use and impact of these standards in developing the practice of geography teachers, particularly in the pre-service years. In this paper, we share findings from the first phase of a qualitative, longitudinal reflexive study with five pre-service geography teachers who were completing their final year of study in an initial teacher education program and preparing to transition into the teaching profession. We argue a sustained approach towards theory-practice reflection, focused on the GEOGstandards and implemented prior to and during professional experience, enables pre-service geography teachers to effectively discern important aspects of teaching geography, and take action to develop their pedagogical practice. Data are generated through the conduct of a social lab, lesson observations and semi-structured interviews and analysed through the lens of reflexivity theory. This paper makes an important contribution to geography education because it is the first known study to empirically investigate how the use of GEOGstandards contributes to the development of pedagogical practice amongst pre-service geography teachers. In doing so, the findings yield crucial implications for effective initial teacher education in a subject-specific context.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1377839
Database: ERIC
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  Data: Know the Subject and How to Teach It: Using the GEOGstandards to Develop Pedagogical Practice amongst Pre-Service Geography Teachers before and during Professional Experience
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  Data: Australian Geography Teachers' Association. PO Box 315 Artarmon NSW 1570, Australia. Tel: 0437-897-993; Web site: http://www.agta.asn.au/Resources/GeographicalEducation/index.php
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  Data: A set of teaching standards for the subject of geography was developed by the profession for the profession and intended for use as a reflective tool for professional practice. These GEOGstandards were empirically generated from the practice of experienced, specialist geography teachers from across Australia. However, little is known about the use and impact of these standards in developing the practice of geography teachers, particularly in the pre-service years. In this paper, we share findings from the first phase of a qualitative, longitudinal reflexive study with five pre-service geography teachers who were completing their final year of study in an initial teacher education program and preparing to transition into the teaching profession. We argue a sustained approach towards theory-practice reflection, focused on the GEOGstandards and implemented prior to and during professional experience, enables pre-service geography teachers to effectively discern important aspects of teaching geography, and take action to develop their pedagogical practice. Data are generated through the conduct of a social lab, lesson observations and semi-structured interviews and analysed through the lens of reflexivity theory. This paper makes an important contribution to geography education because it is the first known study to empirically investigate how the use of GEOGstandards contributes to the development of pedagogical practice amongst pre-service geography teachers. In doing so, the findings yield crucial implications for effective initial teacher education in a subject-specific context.
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        StartPage: 33
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Geography
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      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Australia
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      – TitleFull: Know the Subject and How to Teach It: Using the GEOGstandards to Develop Pedagogical Practice amongst Pre-Service Geography Teachers before and during Professional Experience
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